STATE  PROPERTY— NOT  TO  BE  TAKEN  FROM  THE  SCHOOL 


CALIFORNIA   STATE    BOARD    OF    EDUCATION 


BULLETIN 

SUPPLEMENT 

TO 


MANUAL 


IN 


S     Physical  Education 


FOR  THE 


blic  Schools  of  the  State 
of  California 


PART  IV 

Syllabus  on  Physical  Training  Activities  With 
Methods  of  Management  and  Leadership 

BY 

CLARK  W.  HETHERINGTON 

State  Supervisor  of  Physical  Education 
ISSUED  BY 

THE  STATE  BOARD  OF  EDUCATION 
1918 


241 


CALIFORNIA  STATE  PRINTING  OFPICB 

SACRAMENTO 

1919 


CALIFORNIA   STATE    BOARD    OF   EDUCATION 


BULLETIN 


SUPPLEMENT 

TO 


MANUAL 


IN 


Physical  Education 


FOR  THE 

Public  Schools  of  the  State 
of  California 

PART  IV 

Syllabus  on  Physical  Training  Activities  With 
Methods  of  Management  and  Leadership 

BY 

CLARK  W.  HETHERINGTON 

State  Supervisor  of  Physical  Education 
ISSUED  BY 

THE  STATE  BOARD  OF  EDUCATION 
1918 


CALIFORNIA  STATE  PRINTING  OFFICE 

SACRAMENTO 

1919 


TABLE  OF  CONTENTS. 


Page 

A.  DRAMATIC  ACTIVITIES:    Action  Stories 5 

Supplement  to  Chapter  IX.  Gp.  II. 

B.  RHYTHMICAL  ACTIVITIES:    Description  and  Music  of  Singing  Games  and 

Folk  Dances  15 

Supplement  to  Chapter  X.  Gp.  III.  G. 

C.  HUNTING  ACTIVITIES  AND  GAMES  :    Tag  or  "It"  Games.    Description  and 

Rules  of  Games  Listed  as  Important  62 
Supplement  to  Chapter  XL  Gp.  IV.  G. 

D.  POSTURE  INSTRUCTION  AND  GYMNASTIC  DRILLS  : 

1.  Management  and  Leadership 83 

2.  Materials  on  Postural  Instruction  and  Gymnastic  Drills 86 

a.  Postural  Instruction  Charts 88 

b.  Posture  Training  for  Third  and  Fourth  Grades ; —  93 

c.  Developmental  Drills  for  Third  and  Fourth  Grades 96 

d.  Drills  for  Relief  Period  for  Primary  Grades 100 

e.  Posture  Training  for  Fifth  to  Eighth  Grades 100 

f.  Developmental  Drills  for  Fifth  and  Sixth  Grades 106 

g.  Developmental  Drills  for  Seventh  and  Eighth  Grades 111 

h.  Drills  for  Relief  Period  for  Fifth  to  Eighth  Grades .  116 


A.  DRAMATIC  ACTIVITIES. 

ACTION  STORIES.* 

A  PLAY  IN  THE  SNOW. 

1.  All  are  sleepy.     Heads  on  desks. 

2.  Wake   up   and   sit   straight,   stretching   arms  as  though   just   waking.     What 

shall  we  do  to  make  us  lively?     Go  out  in  the  snow  and  play. 

3.  Hurry  to  best  standing  position. 

4.  Pull  on  rubber  boots,  first  right  and  left. 

5.  Pull  cap  over  ears  (elbows  kept  out  and  back). 

6.  Very   cold    day.     Arms   must  be   warmed.     Arms   out   at    side.     Fling   them 

across  chest  and  slap  opposite  shoulders. 

7.  Stoop  'way  down  and  pick  up  handful  of  snow.     Make  snowball  while  standing 

erect.     Throw  snowball  at  some  spot  in  room  with  right  arm.     Repeat  and 
throw  with  left  arm. 

8.  Walk  through   snow   drift   with   hands   on   hips,   lifting   feet  and   knees   high 

with  each  step. 

9.  Run  home. 

10.     Take  in  long  breaths  of  fresh  air,  raising  the  arms  straight  from  the  sides 
to  shoulder  height  as  breath  is  taken  in,  lowering  them  as  breath  goes  out. 

COAL    MINE. 

1.  Late,  so  hurry  to  coal  mine,  running  around  room. 

2.  Light  candles. 

3.  Push  coal  cart  into  mine.     Desk  is  cart. 

4.  Use  pickaxe  in  loosening  coal.     Bring  axe  high  in  air  and  down. 

5.  Shovel  coal  into  cart.     Pieces  of  coal  very  large  and  heavy. 

6.  Push  cart  back  to  opening. 

7.  Blow  out  candles  on  caps. 

A   BIRTHDAY   PARTY. 

1.  Run  to  trolley  car.     Each  two  rows  run  around  one  row  of  desks. 

2.  Reach  high  up  with  both  hands  and  pull  the  doorbell. 

3.  Peanut  hunt.     Each  two  rows  run  around  one  row  of  desks.     After  every 

five  or  six  steps  stoop  to  get  some  peanuts  and  put  in  basket,  hanging  on 
left  arm. 

4.  Pull  molasses  candy.     Take  candy  from  high  shelf,  pull  hard,  spreading  arms 

far  apart. 

5.  Blow  out  candles  on  birthday  cake.     Take  deep  breaths  before  each  blow. 

6.  Play  game.     Let  children  choose  game. 

Suggestions— I  Saw.     Puss  in  the  Corner. 

7.  Run  home. 

8.  Breathing. 


*NoTE. — These   action   stories   were   taken   from   "Physical   Training   for   the   City    Schools  of 
Michigan." 

(5) 


THANKSGIVING  PIES. 

1.  Shake  flour.     Both  hands  hold  sieve.     Shake  from  side  to  side  over  desk. 

2.  Stir  everything  up  as  if  bowl  were  on  desk. 

3.  Roll  out  crust. 

4.  Put  in  oven.     Take  three  pies,  one  at  a  time,  and  put  in  opposite  desks. 

5.  Run  outdoors  while  pies  are  baking. 

6.  Take  pies  out  of  oven. 

7.  Burnt  fingers,  so  blow  on  them. 

8.  Smell  of  pies,  they  are  so  good. 

THE  PLAYGROUND. 

1.  Run   across    street   to   playground.     Two    rows    around    one    row   of    desks. 

(Children  may  roll  hoops  as  they  run.) 

2.  Going  down  the  "slippery  slide."     Climb  up  the  ladder.     Raise  first  the  left 

arm  and  right  leg,  then  the  right  arm  and  left  leg.  Sliding  down  the 
ladder  take  slow  keep  knee  bending. 

3.  The  merry-go-round    (giant  stride).     Each  two   rows  run  around  one  row 

of  desks,  both  arms  raised  high,  as  if  holding  on  to  rope. 

4.  The  see-saw.     Three  lines  for  each   "see-saw."     Children   in  lines   1    and  3 

(outer  lines)  face  in.  Those  in  middle  line  act  as  the  "teeter"  and  stand 
facing  front  of  room  with  arms  extended  toward  the  outer  lines,  the  left 
toward  one  line,  the  right  toward  the  other.  Children  in  lines  1  and  3 
bend  knees  and  stand  erect,  alternately,  as  the  hand  toward  them  moves 
up  or  down. 

5.  Run  home.    Two  rows  around  one  row  of  desks. 

6.  Breathing. 

GOING   FOR  CHRISTMAS   TREE. 

1.  Put  on  coats  and  hats. 

2.  Run  to  barn   for  sled  and  hatchet:     Two   rows  around   one   row  of  desks. 

.When  teacher  claps  hands  they  stop.  Second  clap,  they  run  on  to  places 
or  woods. 

3.  Chop  down  tree.     One  foot  forward,  swing  axe  over  other  shoulder.     Chop 

and  stoop  forward  one  side  and  then  the  other. 

4.  Drag  sled  home.     Hands  behind  as  if  holding  ropes. 

5.  Dance  around  Christmas  tree.     Two  rows  dancing  around  one  row  of  clerks. 

Do  not  join  hands  at  ends  of  rows. 

6.  Blow  out  candles  on  tree.     Deep  breaths  and  blow. 

MAY  QUEEN. 

1.  Pick  daisies  for  a  chain.    Each  two  rows  run  around  one  row  of  seats.     After 

every  five  or  six  steps  stoop*  and  pick  a  few  daisies  and  put  in  basket, 
hanging  on  left  arm. 

2.  May  Queen  is  chosen  and  sits  in  chair  in  front  of  room. 

3.  Run  around  room,  one  row  at  a  time,  lay  flowers  at  queen's  feet  as  they  pass. 

4.  Wind  the  maypole.     Each  two  rows  skip  around  one  row  of  seats,  raising 

hand  nearest  desk  high,  as  if  holding  streamer. 

5.  At  finish  of  dance  all  bow  to  queen.     Queen  bows  to  children. 

6.  All  skip  by  the  queen,  holding  daisy  chains  high  over  heads. 

7.  Breathing.     Smell  flowers. 


(6) 


SANTA   CLAUS     VISIT. 

1.  Santa  puts  on  his  coat,  cap,  mittens  and  boots. 

2.  Looks  at  sky. 

3.  Jumps  into  sleigh. 

4.  Pulls  on  reins. 

5.  Jumps  from  sleigh  and  warms  hands,  feet  and  arms.     (Run  in  place,  swing 

arms  and  rub  hands.) 

6.  Goes  down  chimney.     (Bend  knees  slowly  as  if  disappearing.) 

7.  Read  names  on  stockings.     (Bend  head  from  side  to  side.) 

8.  Place  presents  in  stockings  and  on  floor  and  table. 

9.  Climb  up  rope  through  chimney. 
10.     Breathe  after  hard  work. 


1.  Marching,  with  guns.     Boys  whistling  "Marching  Through  Georgia"  and  the 

leader  in  each  row  drumming.  Captain  stands  on  a  chair  in  front  of  room 
and  as  each  one  goes  by  they  salute  him. 

2.  Target    practice.     Cock    guns    over    knees.     First    shoot    from    the    standing 

position,  then  kneeling  on  one  knee.     Say  "Bang"  as  trigger  is  pulled. 

3.  Hoist  the  American  flag.     Reach  up  high  with  one  hand  and  as  it  is  pulled 

down  the  other  hand  goes  up.     At  each  pull  bend  the  knees. 

4.  All  give  the  flag  salute.     Bring  the  right  hand  on  the  first  word,  "I,"  straight 

up  so  that  the  forefinger  touches  the  right  eyebrow,  thumb  held  up  to 
shoulder  level.  On  the  last  word,  "all,"  the  hand  is  lowered. 

"I  pledge  allegiance  to  my  flag  and  the  Republic  for  which  it 
stands,  one  nation  indivisible,  with  liberty  and  justice  for  all." 

5.  Blow  bugle.     Both  hands  held  to  mouth  as  if  holding  a  bugle.     Take  deep 

breath  and  give  some  bugle  call. 

MAKING   ICE   CREAM. 

1.  Stir  ice  cream  before  freezing.     Seats  raised,  stand  between  seat  and  desk 

facing  front  of  room.     Stir  in  large  bowl  on  top  of  desk. 

2.  Pour  mixture  into  freezer  on  floor  and  carry  down  stairs.     Careful  high  steps 

in  place. 

3.  Raise  hammer  over  shoulder  and  pound  ice  into  small  pieces  with  hammer. 

4.  Pack  around  freezer.     Take  handfuls  from  box  on  floor  and  place  in  freezer 

on  desk. 

5.  Freeze  ice  cream.     Turn  large  handle  with  one  hand  and  then  the  other. 

6.  Breathing. 

CIRCUS. 

1.  One-half   of   class    are    elephants,    the    other    half   children.     Elephants    and 

children  face  each  other.  Children  have  peanuts  in  large  bag  on  floor. 
Stoop  down,  get  a  handful  of  peanuts  and  throw  to  elephants.  Repeat 
several  times.  Elephants  form  trunks  by  clasping  hands  in  front.  As 
peanuts  are  tossed  they  swing  trunks  high  up  in  the  air,  catch  peanuts 
and  carry  them  to  mouth. 

2.  One  child  chosen  for  "Ringmaster."     (Teacher  may  be  "Ringmaster.")     Other 

children,  horses.  Ringmaster  snaps  whip.  Horses  gallop  in  place.  Second 
time  whip  is  snapped,  trot ;  third  time,  high  step. 

3.  Chariot  race.     All  face  side  of  room.     Even  rows  stand  with  arms  stretched 

out  driving.     Odd  rows  grasp  hands  across  and  gallop  in  place. 

(7) 


4.  All  form  band.     Two  rows  beating  drums,  two  playing  fife,  two  rows  playing 

trombone.     Each  two  rows  around  one  row  of  desks  keeping  in  step  with 
music. 

5.  Two  rows  walking  around  one  row  of  desks  and  all  imitating  some  clown's 

trick,  such  as  balancing  stick  on  chin,  juggling  balls,  walking  tight-rope. 

6.  Breathing. 

CHRISTMAS   TOYS. 

1.  Jack  in  the  box.     Teacher  makes  downward  motion  with  hand  as  if  closing 

lid  of  box  and  all  children  stoop  down.     Raises  hand  quickly  and  children 
jerk  up  to  standing  position. 

2.  March,  beating  drum. 

3.  Each  row  forms  a  train  of  cars.     The  first  child  in  each  row  has  his  hands 

on  his  hips.     Those  behind  place  their  hands  on  shoulders  of  child  in  front. 
Short  steps  around  on  toes,  making  "choo-choo"  of  engine. 

4.  Jumping  Jacks.     Teacher  makes  motion  as  if  pulling  a  string  up  and  children 

jump  into  air  with  feet  apart,  bringing  them  together  when  they  land.    Arms 
are   brought    straight    out   to    side   and    down   again    while   jumping. 

-     SWIMMING. 

1.  Jump  over  waves.     Join  hands  across  room  and  when  teacher  claps  Lands  it 

is  a  signal  that  a  wave  is  coming  and  all  children  jump. 

2.  Swim  around  the  room,  making  swimming  motion  with  arms. 

3.  Climb  on  raft  (seat)   on  knees. 

4.  Jump  noiselessly  into  water  backward. 

5.  Hop,  skip  and  jump  on  beach  to  get  warm.     All  toward  front  of  room,  and. 

turning  around,  return  to  place. 

6.  Breathe  in  salt  air. 

BUILDING   AN   ESKIMO  HOME. 

1.  Eskimos  walk  through  snow  to  site  of  new  home. 

2.  Look  up  to  watch   snowflakes   fall. 

3.  Draw  circles  with  bone  to  show  where  wall  is  to  be  laid. 

4.  Cut  blocks  of  ice  and  snow. 

5.  Lift  block,  carry  to  circle  and  lay  in  position.     (Repeat  several  times.) 

6.  Stamp  down  first  layer  of  blocks. 

7.  Place   other   layers. 

8.  Stoop  and  look  into  new  home. 

9.  Run  around  it. 
10.  Breathe. 

TREE  IN   A   STORM. 

1.  Children  run  out  to  play. 

2.  Blowing  of  wind. 

3.  Tree  tops  sway  in  wind.     (Bend  heads  backward  and  to  right  and  left.) 

4.  Leaves  quiver.     (Shake  hands   in   all  directions.) 

5.  Limbs   sway.     (Swing  arms    sideward   and   upward.) 

6.  Tree  bends.     (Bend  trunk  forward  and  sideward.) 

7.  Run   home   to  get  out  of  storm. 

8.  Breathe. 


(8) 


1.  Drag  the  sled  up  the  hill.     Two  rows  around  one  row  of  desks,  bending  knees 

up  high  and  stooping  while  walking  with  hands  in  back  as  if  holding  rope. 

2.  All  push  sled  and  jump  on.     Face  seat  and  push  it  with  both  hands  while 

taking  three  or  four  steps.  At  signal  jump  to  deep  knee  bending  (squat) 
position. 

3.  Hold  ropes  tight  with  straight  arms,  but  pulling  first  one  arm  and  then  the 

other  as  if  to  steer  around  corner. 

4.  Jump  off.     Spring  to  erect  position. 

5.  Toes  cold,  so  jump  on  them. 

6.  Deep  breaths  and  blow  on  fingers  to  get  them  warm. 

MOVING. 

1.  Carry  trunks  and  chairs  out  of  the  >  house  and  place  on  ground   near  van. 

Each  two  rows  around  one  row  of  desks. 

2.  Pile  furniture  into  van.     Face  desk  and  reach  over  with  both  hands  to  take 

furniture  from  man  on  ground.     Place  on  pile  in  front  part  of  van. 

3.  Run  into  house.    Each  two  rows  around  one  row  of  desks. 

4.  Roll  up  rugs  and  carry  out  to  van. 

5.  Drive  horse  to  new  house.     Each  two  rows  run  around  one  row  of  desks. 

6.  Breathing. 

AEROPLANES. 

1.  Stooping,  crank  aeroplane,  first  with  one  hand  and  then  with  other. 

2.  First  one  in  each  row  jumps  on  aeroplane,  squat  position.     Others  in  row 

have  to  push  it  to  get  it  started.  To  do  so  they  push  against  desks-  with 
both  hands  while  running  in  place. 

3.  All  jump  on  aeroplane. 

4.  Make  the  arms  turn  the  large  steering  wheel,  turning  it  around  in  circles. 

5.  Breaks   down  over  a  lake.     All  swim  to  shore. 

6.  Breathing. 

THE  SAILOR. 

1.  Row  out  to  large  boat. 

2.  Climb  rope  ladder  from  rowboat  to  deck  of  ship. 

3.  Pull  up  the  anchor.     Stand  with  feet  apart,  leaning  over  bow  of  ship  (desk), 

and  with  long  pulls,  first  one  hand  and  then  the  other,  raise  the  anchor. 

4.  Hoist  flag  or  sail. 

5.  Load  cannon  for  practice.     Shoot  at  target. 

6.  Sailor's    hornpipe.     Right    hand    at    waistline    front,    left    at    waistline    back. 

Step  on  right  and  hop  on  right.     Repeat  left. 

7.  March  on  deck  (around  room)  and  back  to  place.     Salute  captain,  who  stands 

in   front   of   room. 

COUNTRIES. 

1.  Make  the  windmills  in  Holland.     Two  children  stand  back  to  back  with  their 

arms  held  diagonally  up  at  side,  left  arm  at  side.  As  they  bring  their  right 
arm  to  side  the  left  arm  goes  up.  This  movement  is  continued  together. 
Children  are  all  divided  into  couples  for.  this. 

2.  Venetians  poling  gondola.     Bring  arms  forward  and  back  on  the  right  side 

as  if  pushing  gondola.     Repeat  on  left  side. 

3.  Scotchmen  playing  bagpipes.     Walk  around,  taking  deep  breaths  and  playing 

some  tune. 

(9) 


4.  Swiss  climbing  the  mountains.     Walk  around  with  high  steps,  using  mountain 

stick  to  help  them. 

5.  Japanese  walking  in  short,  quick  steps. 

6.  Breathing. 

CUTTING  THE  GRASS. 

1.  Running  lawn  mower.     Walk  around,  pushing  lawn  mower  with  both  hands 

and  making  "Br-r-r"  to  imitate  sound  it  makes. 

2.  Raking  the  grass.     (Facing  front  of  room.)     Reach   forward  and  to  either 

side  with  long  strokes. 

3.  Pick  up  big  armfuls  and  put  into  wheelbarrow.  • 

4.  Run  with  wheelbarrow  to  large  pile  of  grass.     (Around  room  and  back  to 

place.) 

5.  Empty  wheelbarrow  by  taking  out  large  armfuls  and  throwing  over  on  pile. 

6.  Breathing. 

REPAIRING   STREETS. 

1.  Chop  cement  with  pickaxe.     With  one  foot  forward  swing  pickaxe  high  over 

one  shoulder  and  then  to  ground. 

2.  Dig  cement  and  throw  into  wagon.     Scoop  heavy  shovelfuls  by  bending  close 

to  the  ground  and  straighten  up  as  they  throw  cement  into  the  wagon. 

3.  Drive  wagon  away.     Each  two  rows  run  around  one  row  of  desks. 

4.  Empty  wagon.     Standing  near  desk,  push  lever  with  one  hand. 

5.  Fill  wagon  again. 

6.  Breathing. 

SNOW  FORT. 

1.  Walk  through  field  of  deep  snow.    Each  two  rows  around  one  row  of  desks, 

bringing  knees  up  high.     Shovel  held  over  one  shoulder. 

2.  Shovel  snow  into  big  piles  to  make  the  fort. 

3.  Pat  it  down  hard  on  top  with  the  shovel.     This  is  done  up  high  and  around 

in  a  circle  as   if  fort  surrounded  them. 

4.  Snowball   fight.     One-half   of  the   room   against   the   other    half.     All   make 

snowballs,  then  one-half  throw  them  at  others,  while  the  latter  dodge  them 
or  drop  down  behind  desks  at  each  throw. 

5.  Repeat;  the  first  side  dodging  and  the  second  side  throwing. 

6.  Walk  home   through  deep   snow. 

7.  Take  in  deep  breaths  of  cold  air. 

NEWSBOY. 

1.  Run  from  school  to  store  to  get  papers.     Each  two  rows  run  around  one 

row  of  desks. 

2.  Reach  up  and  take  papers  down  one  at  a  time,  each  child  counting  to  himself 

and  putting  papers  in  a  neat  pile  on  floor. 

3.  .Walk  from  house  to  house  folding  papers  and  throwing  them  onto  porch. 

Each  two  rows  walk  around  one  row  of  desks  and  at  every  other  desk  fold 
a  paper  and  give  it  a  hard  throw. 

4.  Run  home.     Each  two  rows  run  around  one  row  of  desks. 

5.  Reach  up  and  place  pennies  one  at  a  time  into  a  bank  on  shelf. 

6.  Breathing. 


(10) 


AUTUMN   IN   THE   WOODS. 

1.  Skip  to  the  woods. 

2.  Walk  in   deep   sand. 

3.  Look  up  into  trees  to  see  bright  leaves. 

4.  Raise  arms  and  let  leaves  fall  on  hands. 

5.  Gather  leaves  and  toss  into  pile. 

6.  Run  and  jump  into  pile  of  leaves. 

7.  Raise  arms  and  inhale  fresh  air. 

ICE   PLAY. 

1.  Reach  up  high  for  cap,  coat,  mittens,  and  put  them  on. 

2.  Pull  on  boots,  leggings,  etc. 

3.  Run  to  the  lake.     Jump  over  a  log  on  the  way.     (Put  points  over  two  small 

chains  or  use  rope.) 

4.  Put  on  skates.     Skate  singly  and  by  twos. 

5.  Saw  blocks  of  ice.     (Men  are  gathering  it   for  ice  houses.) 

6.  Haul  into  sleds  with  pulleys. 

7.  Warm  hands  and  arms.     (Swing  arms  around  and  let  hands  strike  opposite 

shoulders.) 

8.  Warm  feet.     (Run  in  place.) 

9.  Skip  home. 

10.     Breathe  fresh  air. 

THE   WOODSMAN. 

1.  Reach  up  for  caps,  coats,  mittens  and  axes. 

2.  Wade  through  deep  snow. 

3.  Look  up  at  trees. 

4.  Chop  down  trees. 

5.  Saw  them  into  logs  with  crosscut  saws. 

SNOW   PLAY. 

1.  Reach  up  for  cap,  coat,  mittens,  and  put  them  on.     (Reach  high.) 

2.  Pull  on  boots. 

3.  Skip  out  to  play. 

4.  Look  up  to  see  flakes  fall.     Let  them  fall  on  face  and  chest.     (Three  times.) 

5.  Raise  arms  and  let  flakes  fall  on  palms.     (Three  times.) 

6.  Throw  snowballs  at  snow   man   and  knock  him  down.     (Throw   with  each 

hand  three  times.) 

7.  Warm  feet  and  whole  body.     (Run   in  place.) 

BROWNIES'  PARTY. 

1.  Wind  blows,  calling  brownies. 

2.  Brownies  run  to  party  in  woods. 

3.  Look  up  to  see  if  moon  shines  and  to  see  stars. 

4.  Raise  arms  to  catch  leaves  as  they  fall. 

5.  Gather  leaves  and  scatter. 

6.  Run  through  leaves. 

7.  Wind  blows  telling  brownies  party  is  over.     (Breathing.) 


(11  ) 


COMING  TO  THIS   COUNTRY. 

1.  Rowing  out  to  large  boat. 

2.  Climb  ladder   to  get  into  boat.     One  hand  reaching  up  and  opposite  knee 

bent  high,  bend  arm  and  put  foot  on  floor,  stretch  arm  and  raise  other  foot. 

3.  Pulling  up  anchor.     One  foot  forward,  stoop  and  pull  first  with  one  hand  and 

then  with  other. 

4.  Hoisting  sails.     Reach  up  with  one  hand,  pull  down  and  at  same  time  put 

other  up,  etc. 

5.  High  waves  make  boat  go  up  and  down.     Rising  and  sinking  on  toes,  and 

when  it  gets  very  rough  bend  the  knees. 

6.  Row  to  shore. 

7.  Breathing  after  hard  row. 

CLEAN   HOUSE. 

1.  Open  windows.     Starting  level  of  head,  push  up. 

2.  Roll  up  rugs.     Stooping  and  walking  forward  a  few  steps. 

3.  Take  out  of  doors  over  shoulder.     Run  around  room  one  row  at  a  time. 

4.  Beat  them.     Kneeling  with  stick  in  each  hand. 

5.  Shake  them,  standing. 

6.  Sweep  house. 

7.  Get  dust  out  of  lungs.     (Breathing.) 

LINCOLN'S  HOME. 

1.  Run  out  to  woodpile  to  gather  sticks  for  fire.     Each  two  rows  around  one 

row  of  desks.  Gather  an  armful  of  sticks  and  then  run  around  again  to 
take  them  into  the  .house. 

2.  Get  water  from  well.     Lower  bucket  into  well  and  then  raise  it,  pulling  hard, 

for  it  is  very  heavy  when  filled  with  water. 

3.  Walk  out  to  split  rails.     Each  two  rows  walk  around  one  row  of  desks  with 

axe  thrown  over  the  shoulder.     Have  to  step  on  many  rocks. 

4.  Split  rails.     Have  to   raise  axe  high  and  bring  down  hard. 

5.  Tired.     (Breathing.) 

PILGRIMS  I. 

Getting  log  cabins  ready  to  live  in.     Winter  time  and  snow  on  ground. 

1.  Run  to  woods  dragging  sledges.     Hands  behind  as  if  holding  rope. 

2.  Chop  down  trees.     One  foot  forward,  swing  axe  over  opposite  shoulder,  then 

chop,  stooping  way  over  as  you  do  so. 

3.  Lifting  on  sledges.     Every  other  one  facing  the  back  of  the  room  and  all 

stooping  together.     Pick  up  carefully  and  place  on  sledge  at  side. 

4.  Dragging  them  home.     First  child  drags  and  stoops  forward  when  walking, 

hands  held  behind  back.  Next  child,  about  three  feet  behind,  stoops  and 
pushes. 

5.  Want  fire  to  cook,  so  saw  wood  before  starting  to  build.     Every  other  one 

faces  the  back  of  the  room.  First  puts  right  foot  out  and  holds  arms  for- 
ward. One  facing  him  puts  left  foot  out  and  bends  arms.  As  first  bends 
arms,  the  one  facing  him  stretches  his,  etc. 

6.  Kneel  and  blow  fire. 


(12) 


PILGRIMS   II. 

After  having  brought  the  logs  and  built  the  body  of  the  cabin,  we  have  to 
get  the  rushes  for  the  roof. 

1.  Run  to  swamp  where  rushes  are.     Around  room. 

2.  Use  sickle  and  cut  rushes.     Facing  sideways,  take  a  side  step,  stoop  and  cut. 

Stand  erect  and  repeat  movements. 

3.  Arms  full  of  rushes,  run  back. 

4.  Build  fireplaces.     Lift  rocks  on  desks. 

5.  Starting  to  build  fences.     Digging  holes  for  posts.     One  foot  on  spade,  hands 

on  handle,  push  down.     Stoop,  straighten  and  toss  over  shoulder. 

6.  Driving  in  post.     Take   large   hammer  and   lift  high   with  both   hands  and 

bring  down. 

7.  Breathing  because  so  tired. 

INDIANS. 

1.  Paddle  in  canoe  to  woods. 

2.  Have  on  moccasins,  so  walk  on  tiptoes  through  woods,  one  hand  shielding 

eyes  and  looking  all  around  among  shrubs  as  go  scouting  along. 

3.  Shooting  arrows.     Kneeling  on  one  knee,  stretch  arms  and  aim.     Draw  one 

arm  back  and  make  soft  hissing  noise  as  arrow  goes  through  air. 

4.  Four  or  five  running  steps  forward  to  bear. 

5.  Stoop  and  pick  up,  throwing  over  shoulder. 

6.  Run  back  to  canoe. 

7.  Paddle  home. 

8.  Out  of  breath,  deep  breathing. 

BUILDING  A   HOUSE. 

1.  Run  across  field.     Each  two  rows  run  around  one  row  of  desks. 

2.  Digging  cellar. 

(a)   Break   up   ground    with    pickaxe.     One   foot    forward,    swing   pickaxe 

high  over  one  shoulder  and  then  to  ground. 
(&)   Shovel  dirt.     Throw  over  right   (left)    shoulder. 

3.  Climb  out  of  cellar.     Hands  on  hips,  lift  knees  high.     Six  or  eight  steps. 

4.  Climb  ladder. 

5.  Painting  house.     Stoop,  dip  brush  in  pail,  reach  high  up  and  make  strokes 

from  side  to  side  in  front  of  body,  stooping  as  they  near  end.  Dip  brush 
in  pail,  etc. 

6.  Run  home.     Jump  across  brook. 

7.  Breathing.     Smell  dinner  cooking. 

POLICEMAN   AT  STREET  CROSSING. 

1.  March  from  station  to  .Woodward  avenue.     Each  two  rows  walk  around  one 

row  of  desks'. 

2.  Facing  forward  in  aisle,  hold  up  right  hand  to  stop  the  cars  and  automobiles 

from  coming  in  that  direction.  Then  wave  left  arm  in  front  of  body  and 
then  right  to  motion  traffic  to  pass  across  aisles.  Repeat  in  opposite  direc- 
tion. Captain  stands  in  front  and  gives  one  whistle  (or  bell)  for  traffic 
to  pass  north  and  south,  two  whistles  for  east  and  west.  Policeman  follow 
his  directions. 

3.  Salute  captain. 

4.  Fall  into  line  and  mar^h  back  to  police  station. 

5.  Breathing. 

(13) 


1.  Lasso  the  pony.     Twirl  the  lasso  over  the  head  in  large  circles,  first  with 

right  hand  about  eight  times  and  repeating  with  left.     Throw  lasso,  lean 
well  forward,  arm  stretched  out. 

2.  Gallop  on  ponies,  each  two  rows  around  one  row  of  desks. 

3.  Cowboy's  trick,  throw  a  ball  way  up  in  the  air  and  then  pull  out  revolver, 

aim  and  shoot,  saying  "Bang"  as  trigger  is  pulled. 

4.  Gallop  around  and  at  signal  from  the  teacher  all  stoop  while  still  galloping 

and  pick  up  a  handkerchief  and  waive  it  in  air  until  they  get  to  seat. 

5.  Deep  breathing. 

MOTORCYCLE. 

1.  Pump  up  tires. 

2.  Push  motorcycle  and  jump  on.     Facing  seat  with  one  hand  on  seat  and  one 

on  desk,  as  if  grasping  handles,  run  in  place.     Jump  so  they  sit  on  sent 
with  feet  out  in  front  of  them,  facing  side  of  room. 

3.  Sitting,  pump  up  and  down  with  feet  to  start  motorcycle. 

4.  Run,  steering  the  machine.     Each  row  runs  around  one  row  of  seats. 

5.  Walk  up  stairs  into  house. 

6.  Breathing. 


(14) 


B.  RHYTHMICAL  ACTIVITIES. 

[i] 


THE  ACE   OF   DIAMONDS. 


epj 


P 


PHH 


titm! 


S3 


Formation :  A  double  circle,  partners  facing  each  other,  hands  on  hips. 

Number  one  has  back  to  center,  number  two  faces  center. 
Description : 

PART  I. 

Partners  clap  hands,  hook  elbows  and  swing  around  and  back  as  fol- 
lows : 

(Meas.  i.)  Clap  own  hands  briskly  (one  and}  ;  hook  right  elbows 
(tzvo  and}. 

(Meas.  2.}  With  three  little  running  steps,  swing  around  to  the  left 
(one  and  two},  free  elbows  (and}. 

(Meas.  3  and  4.}  The  same,  hooking  left  elbows  and  swinging 
around  the  other  way. 

(Meas.  5-8.}     Repeat. 

NOTE. — Numbers  in  front  of  title  correspond  to  general  alphabetical  lists. 


(15) 


PART  II. 

With  arms  folded  and  held  high  partners  dance  with  four  hopping 
steps  toward  the  center,  number  one  moving  backward  and  number  two 
forward.  With  four  hopping  steps  they  dance  back  to  place,  number 
two  moving  backward,  number  one  forward,  thus : 

(Meas.  p.)  Leaning  head  and  shoulders  sharply  to  the  right,  step 
with  the  right  foot  (one  and),  hop  on  the  right  foot  (two  and). 

(Meas.  10.)     The  same  with  the  left  foot,  leaning  to  the  left. 

(Meas.  ii  and  12.)     Like  9  and  10. 

(Meas.  13-16.)     Repeat,  moving  outward. 

PART  III. 

Partners  face  in  the  same  direction,  left  sides  to  the  center;  join 
inner  hands  at  shoulder  height  and  polka  around  the  circle.  Polka 
step,  three  short  running  steps  and  a  hop  (run,  run,  run,  hop)  to  each 
measure. 

(Mea-s.  77.)  Turn  slightly  toward  partner,  holding  arms  well  back. 
A  short  step  forward  with  the  outer  foot  (one)  a  short  step  forward 
with  the  inner  foot  (and),  a  short  step  forward  with  the  outer  foot 
(two)  and  hop  on  the  outer  foot  (and). 

(Meas.  18.)  Turn  slightly  away  from  partner  and  swing  the  arms 
well  forward.  Step  similar  to  that  for  measure  17,  but  beginning  with 
"the  inside  foot. 

Repeat  from  the  beginning. 

Adapted  from  Crampton's  "The  Folk  Dance  Book."     Copyright,   1909,  by  A.   S.   Harries  &  Co. 


(16) 


[5] 


BEAN  (PEASE)  PORRIDGE  HOT 


f   •   f 


T-8!- 


^H=f= 


Pease  porridge  hot,  pease  porridge  cold, 
Pease  porridge  in  the  pot  nine  days  old  ; 
Some  like  it  hot,  some  like  it  cold, 
Some  like  it  in  the  pot  nine  days  old. 
Chorus :  Tra,  la,  la,  la,  tra,  la,  la,  la,  etc. 

Formation :  Double  circle,  partners  facing. 

VERSE. 

Line   i.     Clap  both  hands  to  thighs;  clap  own  hands  together;  clap 

partner's  hands.     Repeat. 
Line  2.     Clap  thighs ;  clap  own  hands ;  clap  right  hands  only ;  clap  own 

hands;  clap  left  hands  only;  clap  own  hands;  clap  partner's  hands. 
Lines  3  and  4.     Repeat  action  from  the  beginning.     (Counts — i,  2.,  3; 

1,2,3;  1,2,3,4,  5,6,7). 

CHORUS. 

All  raise  arms  sideways  (hands  joined),  and  take  sixteen  sliding  steps 
around  the  circle  to  the  left;  then  sixteen  in  the  opposite  direction. 
During  the  last  measure  all  move  to  the  right  and  take  new  partners. 

Repeat  from  the  beginning  with  the  new  partner. 

From  Crampton  &  Wallaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.  Barnes  Company. 


(17) 


[6] 


BLEKING  (SWEDISH) 


Formation:  A  single  circle,  partners  facing  each  other  with  both  hands 

joined. 
Description : 

PART  I. 

(Meas.  /.)  Hop,  bringing  the  right  heel  and  the  right  arm  forward, 
elbow  straight,  right  hand  in  front  of  partner's  shoulder,  and  left  arm 
well  back  with  elbow  bent  (one,  and}.  Hop,  extending  left  heel  and 
left  arm  in  same  manner  (two,  and). 

(Meas.  2.)  The  same  changes  made  three  times  in  quick  succession, 
right,  left,  right. 

(Meas.  3-4.}     Repeat,  beginning  with  the  left  foot. 

(Meas.  5-8}.     Repeat  all. 

From  Crawford's  "Folk  Dances  and  Games."     Copyright,  1908,  by  A.  S.  Barnes  &  Co. 


(18) 


PART  II. 

With  joined  hands  held  straight  out  to  the  side,  shoulder  high,  part- 
ners dance  around  the  circle.  The  one  with  the  left  side  toward  the 
center  starts  forward  with  the  right  foot,  her  partner  moves  backward, 
starting  with  the  left  foot. 

(Meas.  p.)  Hop  twice  on  each  foot,  at  the  same  time  swinging  arms 
up  and  down,  windmill  fashion,  once  in  each  measure.  Right  arm 
down  when  hopping  on  right  foot;  left  arm  down  when  hopping  on 
left  foot. 

(Meas.  10.)     Use  two  of  these  steps  to  turn  around. 

(Meas.  ii.)     Like  measure  9,  partners  in  reverse  position. 

(Meas.  1 2- 1 6.)     Repeat. 

Repeat  dance  from  the  beginning. 


(  19) 


[9] 

CARROUSEL.     (MERRY-GO-ROUND.) 

(Swedish  Singing   lame.) 
A    Moderate  con  moto  (  J-  84) 


Pret  -  ty     maid-  en,  sweet  and    gay,  Car  -  rou  -  sei         is        run         -         ning, 


It    will  run  till    eve    -     ning:         Lit- tie  ones     a  nick     -      el,  Big     ones  adime.Hur-ry 


5 


up!     Get       a      mate!    Or  you'll  sure  -1y     be    too     fate!  Ha      ha       Ka ! 


^ 


Hap  -  py    are    we,  An-  der-  son,  and  Pe  -  ter-  son,  and  Lund  -   strom  and  me  1 


This  dance  represents  the  "Merry-go-round,"  or  "Flying  Horses." 
The  dancers  form  a  double  circle,  standing  in  couples,  both  facing 
toward  center  of  circle.  The  front  ones  of  all  couples  join  hands  in  a 
circle ;  the  back  ones  place  their  hands  on  their  partners'  shoulders. 

The  music  consists  of  two  parts.  The  first  part  contains  seven 
measures;  the  second  part,  eight. 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus :  "One,  two,  three,  four." 

(20) 


A. 

During  A  dancers  move  toward  the  left  with  a  slow  sliding  step,  as 
follows : 

(Meas.  i.)  Make  a  long  slide  to  the  left  with  the  left  foot  (one), 
close  the  right  foot  to  the  left  (two).  Repeat  (three,  four). 

(Meas.  2-7.}  Continue  through  the  seven  measures  of  A,  but,  dur- 
ing the  sixth  and  seventh  measures,  make  stamps  instead  of  slides. 

During  the  sixth  and  seventh  measures,  the  time  is  accelerated 
slightly. 

B. 

(Meas.  1-4.)  Still  moving  to  the  left,  with  the  time  slightly  acceler- 
ated, as  in  the  two  preceding  measures,  execute  the  same  step  as 
described  in  the  first  measure  of  A,  but  in  double  time,  that  is  making 
four  slides  to  each  measure  instead  of  two. 

(Meas.  5-8.)     Repeat,  sliding  to  the  right  (repetition  of  B). 

At  the  end  of  B,  partners  immediately  change  places,  those  who  were 
behind  now  standing  in  front  with  hands  joined,  the  others  behind  with 
hands  on  partners'  shoulders. 

The  whole  dance  is  then  repeated. 

The  words  are  sung  by  the  dancers  as  they  dance.  The  four  stamps 
in  the  sixth  and  seventh  measures  of  A  are  made  on  the  words,  "up, 
mate,  surely,  late." 

In  the  chorus,  "Ha  ha  ha!"  should  be  shouted  heartily  with  heads 
thrown  back. 

A. 

Pretty  maiden,  sweet  and  gay, 

Carrousel  is  running, 

It  will  run  till  evening: 
Little  ones  a  nickel,  big  ones  a  dime. 

Hurry  up!  get  a  mate! 

Or  you'll  surely  be  too  late! 

B. 

Ha  ha  ha !  Happy  are  we, 
Anderson,  and  Peterson,  and  Liindstrom,  and  me ! 

Ha  ha  ha !  Happy  are  we, 
Anderson,  and  Peterson,  and  Liindstrom,  and  me ! 

During  the  first  part  of  "Carrousel"  the  merry-go-round  is  supposed 
to  be  just  starting,  and  moves  slowly;  in  the  second  part  it  is  in  full 
swing,  and  the  fun  is  at  its  height. 

From  Burchenal's  "Folk  Dances  and  Singing  Games."     Copyright,  1909,  by  G.  Schirmer. 

(21) 


[11] 


CHILDREN'S  POLKA 


^  r-  t-  r    —  .fUr  f-  ?^«  .[>  -f  • 


K 


Formation :  Single  circle.  Partners  face  each  other.  Join  hands,  arms 
extended  at  sides,  shoulder  high. 

(Meas.  1-8.)  Glide  polka  towards  centre — slide,  close,  slide,  close, 
three  running  steps  in  place.  Repeat  moving  outward  two  measures. 
Repeat  the  whole  step  four  measures. 

(Meas.  9-12.}  Clap  thighs  with  both  hands.  Clap  own  hands  in 
slow  time.  Clap  partner's  hands  three  times  in  quick  time.  Repeat. 

(22) 


(Meas.  13-14.)     Point  right  toe  forward,  place  right  elbow  in  left 
hand,  and  shake  finger  at  partner  three  times.     Repeat  left. 
(Meas.  75.)     Turn  complete  circle  right,  with  four  jumps. 
(Meas.  16.}     Stamp  three  times. 
Repeat  from  beginning. 

From  Crampton's  "Folk  Dance  Book."     Copyright,  1909,  by  A.   S.   Barnes  &  Co. 


[12] 


THE  CHIMES  OF  DUNKIRK 


r 


^ 


iii 


i 


Formation:  A  single  circle.     Partners  face  each  other,  with  hands  on 

hips. 
Description : 

(Meas.  1-2.}     Stamp  three  times;  right,  left,  right. 

(Meas.  3-4.)     Clap  three  times, 

(Meas.  5-7.)     Join  hands  with  partner;  start  with  the  left  foot  and 
turn  around  to  the  left  in  place  with  quick  running  steps. 

(Meas.  8.)     Change  partners  by  running  forward  on  the  last  measure. 

(Meas.  9-16.)     Repeat  all. 

From  Crampton's  "The  Folk  Dance  Book."     Copyright,  1909,  by  A.  S.  Barnes  &  Co. 


(23) 


[25] 

Allegretto.  ( J  =  : 
±£= 


DANISH  DANCE  OF  GREETING* 


f ? X^ 

2  3 


The  music  consists  of  two  parts,  each  of  which  contains  eight 
measures. 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus : — "One,  and,  two,  and." 

The  dancers  form  a  single  circle  with  hands  joined,  partners  standing 
side  by  side,  and  all  facing  toward  the  centre  of  the  circle. 

A. 

(Meas.  i.)  All  clap  own  hands  together  (one),  clap  again  (and). 
With  both  hands  lowered  diagonally  forward  and  outward  lift  the  skirts 
lightly  and,  with  the  foot  farthest  from  the  partner,  step  to  the  side, 
at  the  same  time  pointing  the  foot  nearest  the  partner  and  making  a 
deep  curtsey  to  partner  (two,  and). 


(24) 


(Meas.  2.}  Sway  the  weight  on  to  the  foot  nearest  partner,  at  the 
same  time  clapping  the  hands  twice  as  before  (one,  and).  With  the 
weight  on  the  foot  nearest  partner,  turn  away  from  partner,  pointing  the 
foot  farthest  from  the  partner  and  making  a  deep  curtsey  to  the  dancer 
on  the  other  side  (tivo,  and). 

(Meas.  3.)  With  the  hands  still  lifting  the  skirts,  all  face  toward  the 
centre  of  the  circle  and  stamp  with  the  foot  farthest  away  from  partner 
(one,  and)  ;  then  stamp  the  other  foot  (tzvo,  and). 

(Meas.  4.)  With  three  light  running  steps,  turn  away  from  partner, 
once  around  in  place  (one,  and,  two),  pause  (and). 

(Meas.  5-8.)     Repeat  all. 

B. 

(Meas.  1-4.)  All  join  hands  around  the  circle,  facing  toward  the 
left,  and  starting  with  the  left  foot  dance  lightly  around  the  circle,  mak- 
ing four  running  steps  to  each  measure. 

(Meas.  5-8.)  Without  pausing,  all  face  the  other  way  and  dance 
around  the  circle  to  the  right. 

It  should  be  remembered  that  the  movements  in  A  represent  a  happy 
greeting  to  all  the  dancers,  and  the  curtsies  should  be  made  to  express 
that  meaning. 

B  represents  the  pleasure  of  all  being  together,  and  should  be  rollick- 
ing and  full  of  fun. 

From  Burchenal's  "Folk  Dances  and  Singing  Games."     Copyright,  1909,  by  G.  Schirmer. 


(25) 


[26] 


DID  YOU  EVER  SEE  A  LASSIE 


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iQ  ff     |  

1  —  '  !  i  —  1 

i  —  i  1 

i     ,       ^-, 

*J                                 &               v 

3  —  I  —  i- 

r  —  J  —  ^~ 
—  ^  —  »  — 

'    ,       !      J     ' 

1M  —  p—  i  —  E  -\ 

—  i  —  ;  ' 

y  r     c  c=p= 

1  j  1  

'      J       , 

f   f 

-*.      ••- 
*  »  — 

i 

\      f       *    1 

_j  1_  .  

1  —  «  n 

Did  you  ever  see  a  lassie,  a  lassie,  a  lassie, 
Did  you  ever  see  a  lassie  do  this  way  and 
Do  this  way  and  f/ntf  way,  and  this  way  and  f/iaf  way, 
Did  you  ever  see  a  lassie  do  this  way  and  that? 
Formation:  Single  circle,  all  facing  left  with  hands  joined.     A  leader 

stands  within  the  ring. 

Lines  i  and  2.     Players  walk  forward  around  the  circle.     At  the  words 
"do  this  way  and  that,"  the  one  within  the  ring  demonstrates  some 
movement  which  the  others  are  to  imitate. 
Lines  3  and  4.     Players  stand  in  place  facing  center  and  perform  with 

the  one  in  the  center  the  movement  shown. 

The  leader  chooses  another  child  to  succeed  him  in  the  ring  and  joins 
the  circle. 

Suggestions:  Activities  of  the  household,  of  the  farm,  gymnastic  exer- 
cises, dance  steps,  imitations  of  animals,  street  games,  athletics  and 
industrial  activities. 

Front  Crampton  &  Wollaston's  "The   Song  Play  Book." 
Copyright,  1917,  by  The  A.   S.  Barnes  Company. 


(26) 


[31] 

THE  FARMER  IN  THE  DELL 

One  child  is  chosen  to  be  the  "farmer"  and  stands  in  the  center  of  the 
ring,  while  the  rest  join  hands  and  circle  around  him  singing, 


/T        II        .    1                     C 

fr\\     o      SUH3          « 

j        j 

J                 J 

1  SSZ      o      J     1     *             * 

€   •   F 

The    farm  -  er 

n  tt 

in        the 

dell, 

The 

]/  * 

^  i  »^ 

i   «  • 

^       2 

X.             *             *         *             9 

M       ^   ^^*            ^ 

1   f 

r 

fn\-  —  f  d   *-  -  r 

1         -                          - 

A    ' 

ZD 

farm  -  er     in      the    dell, 


Heigh    oh!  for 


/T               J      •!        ; 

-T-6                                           4                                 _l       ~                               _I 

1  irh 

~            ^            w 

m         F       m         * 

a 

1  \\) 

f 

•   7 

Row  -  ley    01    The  farm  •  er     in     the    dell. 

The  first  child  chooses  and  leads  to  the  center  of  the  circle  a  second 
one;  the  second  chooses  a  third,  and  so  on,  while  the  rest  sing  the  fol- 
lowing verse: 

The  farmer  takes  a  wife — 

The  wife  takes  the  child — 

The  child  takes  the  nurse — 

The  nurse  takes  the  dog — 

The  dog  takes  the  cat — 

The  cat  takes  the  rat— 

The  rat  takes  the  cheese — 

The  cheese  stands  alone. 

The  "choose"  may  be  "clapped  out,"  and  must  begin,  again  as  the 
"farmer." 
Variations: 

a.  The  game  may  be  ended  in  this  way :  after  the  children  sing,  "The 
cat  takes  the  rat,"  they  continue  with,  "The  cat  chases  the  rat,"  and 
during  the  rest  of  the  verse  the  farmer's  family  join  the  circle.     When 
the  verse  is  finished  the  "cat"  chases  the  "rat"  in  and  out  and  around 
the  circle  of  children,  who  keep  their  hands  tightly  clasped,  and  by  rais- 
ing and  lowering  them  try  to  help  the  "rat"  and  hinder  the  "cat." 

b.  The  last  verse   may  be,   "We'll  all  chase  the  rat,"   who  breaks 
through  the  ring,  and  is  followed  by  all  the  players  eager  to  catch  him. 
If  one  succeeds  he  becomes  the  next  farmer.     This  variation  is  especially 
good  for  out-door  play. 

(27) 


[47]                                         GDSTAF'S    SKOAL 

AUtsn  moderata  (  j  =  88  )                  '  Swedish   Singing  Game  ) 
»  tf      A      >          >           >                                                                                   >          *           > 

fftt  j  ?  |  J    J  |  J  •  •  -  *  |  •'  —  J-  —  f  ^"i  f*  —  »»  —  '""^-H  —  *  —  \~*~-  —  f~\ 

Gus  -  taf's 

skoal!,  There 

is     no    bet  -  ter  skoal  than    this!        Gus  -  taf's 

—  P*^  **^  —  [  —  B-fc-           —^^  —  I—1  •  1 

skoal  !     The 

•*• 
1 
* 

2 

•f 

3 
f 

4 

5 

6 

•i 

best  old  skoal  there  is!  is!          Ho    fa!  de-rol    jan,    Le-jan,    li.-  jan,  Ho    fal- de- rol    jan, 


MM 


\it?$    •       '    ^     t   1  I*     f  •  •     * 

r*  "  —  •  — 

~r  —  ^"**B 

Le  -  jan,      li    -   jan, 

Ho     .fal  -de-  rol     jan, 

Le  -  jan,      li   -   jan, 

Gus  •  taf's 

skoal! 

4 

=k,a-tt      —•"»••          "• 

5 
?                  * 

6 

J 

r8 

_•-    'I*..    • 

"T  "          •- 

The  music  consists  of  two  parts,  A  and  B,  of  eight  measures  each, 
repeated. 

The  dance  is  done  by  four  couples  standing  in  a  square  set,  as  in  a 
quadrille.  In  each  couple  the  man  stands  on  the  left.  Partners  join 
inside  hands  and  place  outside  hands  on  hips. 

I. 

A.  (Meas.  1-2.}  Beginning  with  the  right  foot,  the  head  couples 
advance  three  steps  toward  each  other.  On  the  second  count  of  meas. 

(28) 


2  all  bow  to  ppposites.  (In  bowing,  the  man  makes  the  usual  man's 
bow ;  the  girl  touches  the  left  toe  behind  the  right  heel,  and  makes  a 
bobbing  curtsey.) 

(Mcas.  3-4.}  Beginning  with  the  left  foot,  the  dancers  retire  to 
places  with  three  walking  steps,  bringing  the  feet  together  on  the  second 
count  of  meas.  4. 

(Meas.  5-6.}     Same  as  meas.  1-2. 

(Meas.  7-6".)     Same  as  meas.  3-4. 

A.  (Meas.   i-8.~)     The  two  side  couples  now  advance  and  retire  in 
the  same  manner.     (During  this  figure  the  dancers  advance  and  retire 
with  great  dignity.) 

II. 

B.  (Meas.   1-4.)     The  head  couples,  skipping   (two  steps  to  each 
measure),  advance  toward  each  other,  release  partners'  hands,  and  tak- 
ing the  hands  of  the  opposite  dancers,  separate,  the  man  going  toward 
the  left  and  the  girl  toward  the  right.     They  pass  under  the  arches  made 
by  the  side  couples,  who  raise  high  their  joined  hands.     Immediately 
after  passing  under  this  arch,  they  separate  to  the  right  and  left  again, 
returning  to  partners  in  original  places. 

(Meas.  5-8.}  Still  skipping,  the  dancers  clap  hands  on  the  first  note 
of  meas.  5,  join  both  hands  with  partner,  lean  away  from  each  other  and 
swing  around  vigorously. 

B.   (Meas.  i-S.}     Side  couples  execute  the  same  figure. 

All  through  this  dance  the  song  should  be  sung  by  all  the  dancers. 
Emphasis  should  be  laid  upon  the  formal  stateliness  of  the  first  part 
and  upon  the  lightness  and  jollity  in  the  swinging  of  partners  in  the 
second  part. 

The  words  of  the  song  are  as  follows : 

A 

1 1    Gustaf 's  skoal ! 

There  is  no  better  skoal  than  this ! 

Gustaf  s  skoal! 

The  best  old  skoal  there  is!     || 

B 
||     Ho  fal-de-rol  jan,* 

Lejan,  lijan, 

Ho  fal-de-rol  jan, 

Lejan,  lijan, 

Ho  fal-de-rol  jan, 

Lejan,  lijan, 

Gustaf 's  skoal !     1 1 

*  Pronounce  the  "j's"  as  if  they  were  "y's." 
From  Burchenal's  "Dances  of  the  People."     Copyright,   1913,  hy  G.   Schirmer. 

(29) 


[55] 


HIGHLAND  SCHOTT1SCHE. 


i 


tei 


f==f='=f=^F=ff 

l-r  f  f  r 

F^ 

* 

^*^ 

Formation  :  A  double  circle,  partners  facing  each  other  ;  sides  to  center  ; 

left  arm  curved  high  over  head  ;  right  hand  on  hip. 
Description  : 

PART  I. 

Very  light  and  snappy.  One  moves  toward  the  center,  the  other 
away. 

(Meas.  i.)  Hop  on  the  left  foot  and  touch  the  right  toe  lightly  to 
the  side  (one  and}.  Hop  on  the  left  foot  and  swing  the  right  behind 
the  left  ankle  (two  and}.  Repeat  (three  and,  four  and). 

(Meas.  2.}  Schottische  step  to  right;  slide,  cut,  leap,  hop.  Slide 
sideward  with  the  right  foot  (slide)  (one  and}  ;  (swing  the  left  foot  up 
to  the  right,  forcing  the  right  foot  off  the  floor  (cut)  (two  and}  ;  spring 
to  the  right  foot  (leap)  (three  and}  •  hop  on  the  right  foot  (hop)  (four 
and). 

(Meas.  3  and  4}.  Repeat  to  the  left,  reversing  position  of  arms  on 
first  count. 

(Meas.  5-8.}     Repeat  all. 


(30) 


PART  II. 

Partners  hook  right  arms,  left  arms  curved  over  head,  and  turn 
around  and  back  with  hop  steps. 

(Meas.  p.)  Step  with  right  foot  (one  and)  ;  hop  on  the  right  foot  and 
swing  the  left  foot  forward,  upward  (two  and).  Step  forward  with 
the  left  foot  (three  and)  ;  hop  on  the  left  foot  and  swing  the  right  for- 
ward, upward  (four  and). 

(Meas.  2.)     Like  Measure   i,  but  change  arms  and  face  about  on 
(four  and). 
-  (Meas.  3  and  4.)     Repeat,  going  in  the  opposite  direction. 

(Meas.  5  and  6.)     Like  i  and  2. 

(Meas.  7  and  8.)  Like  3  and  4,  but  instead  of  turning  around,  pass 
forward  on  the  last  measure  to  next  partner.  The  dance  repeats  until 
the  original  partners  meet  again. 

Music   from   Caroline   Crawford's   "Folk  Dances  and   Games." 
Copyright,   1908,   by  A.    S.    Barnes   &   Co. 


(31) 


[60] 


HOW  D'YE  DO,  MY  PARTNER 


V    ;-,-;  —  •—  —     —  ^  — 

1  I— 

1  fc  •  — 

*         •     i          * 

**                             V. 

rj     !     '    • 

J              0              t         :                               

•                                                                      * 

y^  4  '  *  '  —       — 

1  !  

—  -j  1  —  *•(  

_  d  1  *_ 

&  ^  —       —  *  — 

jn                       1 

1  ^  j  :  
9          & 

pw  J    O 

±1  —  *'  1  

—  j  i  1  

§        *•  • 

How  d'ye  do,  my  partner, 
How  d'ye  do  today, 
Will  you  dance  in  the  circle  ? 
I  will  show  you  the  way. 
Chorus :  Tra,  la,  la,  la,  la,  la,  etc. 

Formation :  Double  circle,  partners  facing  each  other. 

VERSE. 

Line  i.     Children  in  the  outside  circle  make  a  low  curtsey  to  partners. 
Line  2.     Children  in  the  inside  circle  return  the  curtsey. 
Lines  3  and  4.     Partners  join  crossed  hands  and  turn  in  order  to  skip 
side  by  side. 

CHORUS. 

Couples  skip  in  a  circle. 

At  the  close,  children  in  the  outside  ring  step  forward  and  face  a  new 
partner,  and  the  game  is  repeated. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.  Barnes  Company. 


(32) 


[61] 


A  HUNTING  WE  WILL  GO 


"•"I* 

^r^- 
*  ^  * 

f—  a  a— 

"  Lf   ' 

r     f- 

f 

lZJu>JL_J 

-L—  j  J  — 
1 

—  1  !  

-•-          -• 

lj.-».  *  J.  " 

fi 


O'  a-hunting  we  will  go, 
A-hunting  we  will  go, 

We'll  catch  a  fox  and  put  him  in  a  box, 
And  then  we'll  let  him  go. 
Chorus :  Tra,  la,  la,  la,  la,  la,  la,  etc. 

Formation :  Two  parallel  lines  of  six  players  each  facing  each  other. 

VERSE. 

Lines  i  and  2.  The  first  (head)  couple  join  crossed  hands  and  skip 
down  between  the  ranks.  The  other  players  stand  in  place  and 
clap  hands  in  rhythm. 

Lines  3  and  4.  The  couple  faces  about  (turning  inward  without  losing 
the  grasp),  and  return  in  the  same  manner. 

CHORUS. 

All  join  crossed  hands  and  skip  to  the  left  in  a  circle,  following  the 
leaders.  When  the  head  couple  reaches  the  place  previously  occupied  by 
the  last  couple,  they  form  an  arch  under  which  all  the  others  skip. 

The  second  couple  now  becomes  the  head.  The  game  is  repeated 
until  all  have  regained  their  original  positions. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
.Copyright,  1917,  by  The  A.  S.  Barnes  Company. 


(33) 


[63] 


I'M  VERY,  VERY  TALL 


ELIZABETH  ROSE  FOGG. 


Marc 


I'm          ve    -    ry.        ve    -    ry       tall.  I'm        YO--    ry,        ve  -    ry       small; 


•  Some  -  times      tail,  some  -  times     small,     Guess    which      I        am        now  ? 

Accel    -    er 


•5-9-3 


I'm  very,  very  tall, 
Or  I'm  very,  very  small, 
Sometimes  tall,  sometimes  small, 
Guess  which  I  am  now ! 

The  children  are  in  a  circle  with  one  child  in  the  center  who  covers 
her  eyes.  Some  one  in  the  circle  is  chosen  to  tell  them  which  they  are 
to  be — tall  or  small — at  the  end  of  the  game.  As  they  sing,  "I'm  very, 
very  tall,"  they  all  stretch  up  as  high  as  ever  they  can.  When  singing, 
"I'm  very,  very  small,"  they  make  themselves  as  tiny  as  possible.  They 
stretch  up  again  as  they  sing  slowly — "sometimes  tall"  and  down  with 
"sometimes  small."  After  a  very  short  pause  while  the  one  named  at 
the  beginning  of  the  game  gives  the  signal  for  them  all  to  be  either  tall 
or  small,  they  sing  quickly,  "Guess  which  I  am  now !" 

For  very  little  children  it  is  better  to  change  those  having  the  prin- 
cipal parts  each  time  the  game  is  played. 


From  Caroline  Crawford's  "Folk  Dances  and  Games.' 
Copyright,   1914,  by  the  A.   S.  Barnes  Company. 


(34) 


[69] 

Allegro.  (J-  120.) 


I  SEE  YOU. 

(Swedish  Singing  Game.) 


___,_  — -r- 

I       see        you,     I       see       you,    Tr 


m 


la        Ja      la      la      la,      t     see       you,   I 


m 


see    ,you,Tra    la      la      la     la      la!  You  see  me    and    I     see  you,Then  you  take  me  and 


^E5EE^EEB 

.      •      0     II 


I'll  take  you;       You  see     me    and      1       see    you.Then  you  take   me    and    I'l     t:ike    vou. 


The  music  consists  of  two  parts  of  eight  measures  each. 

In  fitting  the  movements  to  the  music  of  A,  each  measure  should  be 
counted  thus :  "One,  two." 

In  fitting  the  steps  to  the  music  of  B,  each  measure  should  be  counted 
thus :  "One,  and,  two,  and." 

The  dancers  form  in  two  double  lines,  which  face  toward  each  other 
and  are  about  six  feet  apart. 

In  each  of  these  double  lines,  Number  One  stands  in  front  of  Number 
Two,  with  hands  on 'hips;  Number  Two  places  hands  on  partner's 
shoulders. 

A. 

(Meas.  /.)  Number  Two  leans  head  to  the  left,  and  looks  over 
partner's  shoulder  across  at  Number  Two  of  the  opposite  couple  (one), 
pause  in  this  position  (two). 


(35) 


(Meas.  2.}  With  a  quick  movement  lean  head  to  right  and  look 
across  at  Number  Two  of  opposite  couple  (one),  pause  in  this  position 
(two). 

(Meas.  j.)  With  quick  staccato  movements  look  to  the  left  (one) 
to  the  right  (two). 

(Meas.  4.)     To  the  left  (one),  pause  in  this  position  (two). 

(Mcas.  5-8.)     Repeat,  looking  first  to  the  right. 

B. 

(Meas.  1-4.)  On  the  first  note  of  the  first  measure,  all  clap  own 
hands  together  sharply  and,  at  the  same  time,  Number  Two  springs  for- 
ward to  the  left  of  partner  and  grasps  the  hands  of  Number  Two  from 
the  opposite  side,  swinging  vigorously  around  to  the  left  with  a  sliding 
step,  making  two  slides  with  the  left  foot  to  each  measure. 

(Meas.  5-8.)  On  the  first  note  of  the  fifth  measure,  all  clap  hands 
together  again  sharply,  immediately  grasp  the  hands  of  own  partners, 
and  swing  around  to  the  left  as  before. 

At  the  end  of  B,  all  resume  the  original  formation,  but  with  positions 
changed  so  that  Number  One  is  standing  behind  Number  Two. 

The  whole  dance  is  then  repeated  with  Number  Ones  looking  across 
at  each  other. 

These  are  the  the  words  which  accompany  the  dance : 

A. 

I  see  yau,  I  see  you, 

Tra  la  la  la  la  la  la  la, 
I  see  you,  I  see  you, 

Tra  la  la  la  la  la! 

B. 

You  see  me  and  I  see  you, 

Then  you  take  me  and  I'll  take  you, 

You  see  me  and  I  see  you, 

Then  you  take  me  and  I'll  take  you. 

In  the  first  part  of  the  dance,  the  movement  of  the  head  should  be 
quick  and  bird-like. 

In  the  second  part  the  dancers  should  grasp  hands  firmly  and  lean 
away  from  each  other,  making  the  swing  very  vigorous. 

From  Burchenal's  "Folk  Dances  and  Singing  Games."     Copyright,  1909,  by  G.  Schirmer. 


(36) 


[71] 


THE  JOLLY  MILLER. 


i 


^ 


* 


jjx  j  j. 


Jolly  is  the  miller  who  lives  by  the  mill, 
The  wheel  goes  round  with  a  right  good  will ; 
One  hand  in  the  hopper  and  the  other  in  the  sack, 
The  right  steps  forward  and  the  left  steps  back. 

Formation. 

A  double  circle,  partners  facing  in  the  same  direction,  with  left  sides 
to  the  center  and  inner  hands  joined. 

Description. 

All  march  forward  around  the  circle  while  singing  the  first  three 
lines.  At  the  last  line,  those  in  the  outer  circle  step  forward  and  those 
in  the  inner  circle  step  backward,  thus  changing  partners.  The  game 
is  repeated  as  often  as  is  desired. 

When  the  children  have  learned  this  well,  an  extra  player  may  stand 
in  the  center  and  when  the  change  is  made  he  endeavors  to  secure  a 
partner.  If  he  is  successful,  the  one  left  without  a  partner  must  take 
his  place. 


(37) 


KITTY  WHITE 


Kit  -  ty  White  so      sly  -   ly  comes  To  catch  the  Mous- ie   Gray;  But 


*— 


£ 


mous-ie  hears  her  soft  -  ly  creep  And  quick  ly    runs     a  -way.  Run. 


*— J X- 


^ 


^ 


run,    run,      lit  -    tie  mouse.  Run      all       a  -  round  the  house ;  For 


£=£ 


i 


3=^ 


i 


Kit  -  ty  White  is  com  -ing  near.And  she  will  catch  the  mouse,  I  fear. 


One  player  is  chosen  for  the  mouse  and  stands  in  the  center,  and 
another  for  Kitty  White,  who  stands  outside  of  the  circle.  The  other 
players  join  hands  in  a  ring  and  move  around,  while  singing  the  first 
four  lines.  Meanwhile  Kitty  White  is  creeping  around  outside  of  the 
circle,  peeping  in  at  little  Mousie  Gray.  When  the  fourth  line  is 
reached,  "And  quickly  runs  away,"  the  circle  stops  moving  and  drops 
hands  while  the  mouse  runs  out  and  in  through  the  circle,  chased  by 
Kitty  White.  For  the  last  four  lines,  while  the  chase  is  going  on,  the 
players  in  the  circle  stand  in  place  and  clap  their  hands  while  singing 
"Run,  run,"  etc. 

When  the  mouse  is  caught,  both  return  to  the  circle,  and  another 
mouse  and  kitty  are  chosen. 

From  Jessie  Bancroft's  "Games  for  Playground,  Home,   Etc." 
Copyright,  1909,  by  The  Macmillan  Company. 

(38) 


[89] 


LOOBY  LOO 


p^ 


i  Q  ,  ,  ,  .  r-r-i  i 

-1  Tr^i  (^ 

—  *  —  i  —  PI 

gpT  r  r  •  "  • 

f\*        |           i_     L           L 

••-       •+• 

5       5 

7TJ     / 
J     ,?_. 

^-p^ 

•«• 
j    r 

.  ..L.  j  yu 

r  ^r  i. 

i  i  r  i 

—  i  P  —  I  fV 

(fp^  —  9—i  —  -  —  i— 

.V.              J                f 

1   -  U   i    1    1 

-J  —  f 

i  rT 
-j  £  

H  —  *-*  —  r- 

-•> 

\ 

—  j  1  

_i  1  1 

(Introduction  and  Chorus  after  each  verse.) 
Here  we  dance  looby  loo, 
Here  we  dance  looby  light, 
Here  we  dance  looby  loo, 
All  on  a  Saturday  night. 

1.  Put  your  right  hand  in, 
Put  your  right  hand  out. 

Give  your  right  hand  a  shake,  shake,  shake, 
And  turn  yourself  about. 

2.  Put  your  left  hand  in,  etc. 

3.  Put  your  right  foot  in,  etc. 

4.  Put  your  left  foot  in,  etc. 

5.  Put  your  head  'way  in,  etc. 

6.  Put  your  whole  self  in,  etc. 

Formation :  Single  circle,  all  facing  left  with  hands  joined. 

INTRODUCTION  AND  CHORUS. 

Players  dance  around  the  circle  to  the  left  with  skipping,  sliding, 
walking  or  running  steps. 

VERSES. 

Players  stand  facing  the  centre.  The  action  suggested  by  the  words 
of  the  song  is  given  in  pantomime.  The  children  should  be  encouraged 
to  make  large  and  vigorous  movements. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,   1917,  by  The  A.   S.   Barnes  Company. 

(39) 


[93] 


MINUET. 


Formation :   Eight  couples   facing  front  in  two  lines,  partners'  inner 
hands  are  joined  and  raised.     With  outer  hands  girls  lift  skirts 
slightly,  boys  hold  hats  at  shoulder  height. 
Description : 

INTRODUCTION. 

Enter  and  move  to  place  with  minuet  march. 

(Meas.  i.}  Three  light  marching  steps,  beginning  with  the  outer 
foot. 

(Meas.  2.)  Point  inner  foot  diagonally  forward,  bending  slightly 
toward  pointing  foot. 

(Meas.  5.)  Two  marching  steps,  beginning  with  the  inner  foot. 
Bring  heels  together  and  face  partner  on  third  count. 

(Meas.  4.}  Bow.  Boys  bow  with  heels  together,  knees  straight  and 
hats  at  chest.  Girls  curtsey  by  sliding  the  left  foot  a  short  distance 
behind  the  right  foot,  transferring  the  weight  entirely  to  the  left  foot. 
Keep  the  weight  on  the  left  leg  during  the  curtsey  while  the  left  knee 
is  bent  and  extended ;  the  right  leg  is  extended  forward,  the  right  knee 
straight ;  the  little  toe  of  the  right  foot  touches  the  floor,  the  heel  being 
raised  and  turned  inward  and  upward.  The  body  is  inclined  only 
slightly  forward  and  the  skirts  held  well  out. 

PART  I. 

(Meas.  i  and  2.}  Partners  take  right  hands,  cross  to  opposite  side 
with  three  steps  and  point. 

(Meas.  3  and  4.)     The  same  to  place. 
(Meas.  5-5*.)     Repeat  and  bow. 

(40) 


PART  II. 

(Mcas.  p.)  Partners  take  right  hands  and  step  toward  each  other 
with  the  right  foot.  Bring  up  the  rear  foot  and  rise  on  toes,  at  the  same 
time  look  at  each  other  under  arms. 

(-1/Vfl.y.  /o.)  Step  back  with  the  right  foot,  point  left,  and  look  at 
partner  over  hands. 

(Afeas.  ii  and  12.}     Repeat. 

(Meas.  13.)     Join  hands  and  circle  three  steps  to  the  opposite  side. 

(Meas.  14.}     Point. 

(Meas.  15.)      Complete  circle  to  place. 

(Meas.  1 6.}     Bow. 

PART  III. 

(Meas.  i  and  2.}  With  three  steps  the  first  couple  turn  around 
towards  the  rear,  gentlemen  stepping  backward,  and  point,  looking  away 
from  partner.  At  the  same  time,  the  second  couple  separating,  to  allow 
the  first  couple  to  pass  between,  move  forward  three  steps  and  point  in 
line  with  the  first  couple,  looking  toward  center. 

(Meas.  3  and  4.)  First  couple  step  forward  and  turn  again  to  face 
in  original  direction,  the  gentleman  handing  the  lady  across  in  front,  and 
point.  At  the  same  time,  the  second  couple  turn  in  like  manner  to  face 
the  rear,  and  point. 

(Mcas.  5  and  <5.)  Both  couples  move  forward  three  steps  till  in  line, 
first  couple  coming  from  rear  pass  on  the  outside,  and  point,  middle 
couple  looking  outward,  outer  couple  looking  toward  center. 

(Meas.  7  and  8.}  Three  short  steps  into  position,  facing  partner  and 
bow.  This  figure  may  be  effectively  used  as  a  connecting  step,  that  is, 
executed  once  after  each  of  the  other  figures. 

PART  IV. 

(Meas.  9  and  10.}  First  gentleman  and  second  lady  join  hands. 
Three  steps  across  to  opposite  side.  Point. 

(Meas.  ii  and  12.)     Finish  to  place  and  bow. 

(Meas.  /j-zd.)  First  lady  and  second  gentleman  execute  the  same 
step. 

PART  V. 

(Meas.  /.)  All  step  to  center,  join  hands  across  with  partner  of 
Part  IV,  and  rise  on  toe,s,  looking  under  arms. 

(Meas.  2.}     Step  back  and  point. 

(Meas.  5  and  4.)     Repeat. 

Meas.  5  and  6.  All  circle  half  way  around  and  point,  hands  still 
joined. 

(Meas.  7  and  8.}     Complete  circle  to  place,  drop  hands  and  bow. 

(41) 


[96] 


MULBERRY  BUSH 

N  N 


A2      K 

*HH 

Her*        > 

H: 

*e      go 

-••• 
round       the 

•  : 

mul    -   ber   -   ry      bush,        The 

9  ^ 

2^1  —  X  

•               _...i 
1  1 

i*               d 
-*  1  J 

^ 


1 


mul  -  ber -ry  bush,     the  mul  -  ber  -  ry  bush, Here     we     go  round 


*' 


mul  -  ber  -  ry  bush,       So     ear    - 
_J I 


d  fo  do  players  or  more. 
Indoors;  out  of  doors. 

Here  we  go  round  the  mulberry  bush, 

The  mulberry  bush,  the  mulberry  bush, 
Here  we  go  round  the  mulberry  bush, 
So  early  in  the  morning! 

This  is  the  way  we  wash  our  clothes, 

We  wash  our  clothes,  we  wash  our  clothes, 

This  is  the  way  we  wash  our  clothes. 
So  early  Monday  morning. 

This  is  the  way  we  iron  our  clothes, 

We  iron  our  clothes,  we  iron  our  clothes, 

This  is  the  way  we  iron  our  clothes, 
So  early  Tuesday  morning. 

This  is  the  way  we  scrub  the  floor, 
We  scrub  the  floor,  we  scrub  the  floor, 

This  is  the  way  we  scrub  the  floor, 
So  early  Wednesday  morning. 

(42) 


This  is  the  way  we  mend  our  clothes, 

We  mend  our  clothes,  we  mend  our  clothes, 

This  is  the  way  we  mend  our  clothes, 
So  early  Thursday  morning. 

This  is  the  way  we  sweep  the  house, 

V\~e  sweep  the  house,  we  sweep  the  house, 

This  is  the  way  we  sweep  the  house, 
So  early  Friday  morning-. 

Thus  we  play  when  our  work  is  done, 

Our  work  is  done,  our  work  is  done, 
Thus  we  play  when  our  work  is  done, 

So  early  Saturday  morning. 

The  players  stand  in  a  circle  clasping  hands,  and  circle  around,  sing- 
ing the  first  verse.  In  the  second  and  alternate  verses  the  action  indi- 
cated by  the  lines  is  given  in  pantomime.  In  all  verses  the  players  spin 
around  rapidly,  each  in  her  own  place,  on  the  repetition  of  the  refrain, 
"So  early  in  the  morning." 

From   Tessie   Bancroft's  "Games  for  Playground,  Home,   Etc." 
Copyright,   1909,  by  The  Macmi'llan  Company. 


(43) 


[96] 

NUTS  IN  MAY 

6  to  60  or  more  players. 
Indoors;  out  of  doors. 

(Sung  to  the  air  of    "Mulberry  Bush") 

Here  we  come  gathering  nuts  in  May, 

Nuts  in  May,  nuts  in  May. 
Here  we  come  gathering  nuts  in  May, 

On  a  cold  and  frosty  morning. 

Whom  will  you  have  for  nuts  in  May, 

Nuts  in  May,  nuts  in  May  ? 
Whom  will  you  have  for  nuts  in  May, 

On  a  cold  and  frosty  morning? 

We'll  have  (Mary)  for  nuts  in  May, 

Nuts  in  May,  nuts  in  May, 
We'll  have  (Mary)  for  nuts  in  May, 

On  a  cold  and  frosty  morning. 

Whom  will  you  send  to  fetch  her  away, 
To  fetch  her  away,  to  fetch  her  away? 

Whom  will  you  send  to  fetch  her  away, 
On  a  cold  and  frosty  morning? 

We'll  send  (Alice)  to  fetch  her  away, 
To  fetch  her  away,  to  fetch  her  away. 

We'll  send  (Alice)  to  fetch  her  away, 
On  a  cold  and  frosty  morning. 

The  players  stand  in  two  lines  facing  each  other  and  holding  hands, 
with  a  wide  space  between  which  will  admit  of  advancing  toward  each 
other  and  repeating.  The  first  line  sings  the  first  verse,  advancing 
toward  its  opponents  and  retreating.  The  second  line  then  advances 
and  retreats  and  sings  the  second  verse.  "The  first  line  again  advances 
and  retreats,  singing  the  third  verse,  naming  some  player  who  stands  in 
the  opposing  line.  The  second  line,  unwilling  to  yield  a  player  so  easily, 
then  advances  and  retires,  singing  the  fourth  verse,  in  which  it  suggests 
that  some  one  be  sent  to  take  the  one  who  has  been  selected  for  "nuts," 
and  the  first  line  then  advances  and  retires,  singing  the  last  verse,  in 
which  it  names  some  player  from  its  own  side  whom  it  considers  a  good 
match  for  the  player  whom  it  has  called  from  the  opposite  side. 


(44) 


The  lines  then  stand  still  while  these  two  players  advance  to  the  cen- 
ter, draw  a  mark  on  the  ground,  or  throw  a  handkerchief  down  to  serve 
the  purpose,  take  hold  of  right  hands  across  the  line,  and  have  a  tug  of 
war.  The  player  who  is  pulled  across  the  line  becomes  the  captured 
"nut"  and  joins  the  side  of  her  captors.  The  game  is  then  repeated, 
with  the  change  that  the  lines  of  players  sing  the  verses  that  were  sung 
by  their  opponents  the  previous  time,  the  second  line  of  players  starting 
with  the  first  verse.  This  should  be  continued  until  all  of  the  players 
have  taken  part  in  the  tug  of  war.  The  line  wins  which  gets  the  most 
"nuts." 

For  large  numbers  of  players,  instead  of  a  tug  of  war  between  two 
players  only,  the  two  lines  may  advance,  each  player  joining  hands  with 
the  one  opposite,  and  all  taking  part  in  the  tug  of  war.  Still  another 
method  is  to  have  the  two  players  who  are  named,  join  hands,  with  the 
players  of  their  respective  sides  all  lined  up  behind  them  for  a  tug  of 
war,  as  in  London  Bridge. 

From  Jessie   Bancroft's   "Games   for   Playground, 
Copyright,   1909,  by  The  Macmillan   Comp 


(45) 


[97] 

Moderate.  Staccato. 


MY  DOLLY 


ELIZABETH  ROSE  FOGG. 


_^_ 

r^  — 

— 

"9"      *9*      *^~ 

=£= 

£p 

* 

« 

-0- 

=£F= 

This     isthe    waj 

my 
=1= 

dol 

.    ly      walks, 

^== 

And 

i  

this 

ist 

he 

way 

=3= 

she 

Vp*|-J_j  —  •__ 

^ 

-*• 

/ZUTW.  Allegro. 


walks       yoa         see.  This       is     the    way      my       dol    -    ly       runs,     and 


J7op«.     A/fegrro. 


this         is      the    way       she       runs,      yon        see 


J-    J  I  J.    3 


dol    -     ly      hops,       and      this       is  the    way        she      hops,       yon      see. 


Talks.  Lightly. 


Thia     is    the  way    my    dol  -  ly  talks,  and  this    is      the    way   she  talks,   you 


(46) 


This  is  the  way  my  dolly  walks, 
This  is  the  way  she  walks,  you  see. 

This  is  the  way  my  dolly  runs, 
This  is  the  way  she  runs,  you  see. 

This  is  the  way  my  dolly  hops, 
This  is  the  way  she  hops,  you  see. 

This  is  the  way  my  dolly  talks, 
This  is  the  way  she  talks,  you  see. 

The  children  are  in  a  circle.  They  make  themselves  very  stiff  in  the 
joints  and  move  like  dolls  as  they  go  around  singing  the  first  stanza. 
During  the  second  stanza  they  run,  and  during  the  third,  they  hop.  At 
the  fourth  stanza,  they  push  the  spring  in  their  chests  with  great  vigor, 
and  many  times  the  words  sung  are  the  ones  their  own  dolls  speak, 
instead  of  the  ones  written  above.  It  is  needless  to  say  that  the  laugh- 
ing climax  comes  spontaneously  at  the  end  of  the  game. 

From  Caroline  Crawford's  "Folk  Dances  and  Games." 
Copyright,    1914,  by  the  A.    S.   Barnes  Company. 


(47) 


[99] 


i  o  >n  *.  rg  i  —  i*- 

NIXIE  POLKA 

|-^fl.    1               K 

-9'        r 

^^ 

fA-     k  O 

1       * 

y                   ^ 

q.       - 

_f  L  

^S3  —  S  ^i  •  <  :  .• 

t 

1         1       1 

f          m 

"^  r>  —  ^  »  f  — 

^T  —  ~T  *     ' 

I 

A  little  while  we  linger  here, 
With  many  a  joy  and  many  a  fear ; 
Hey !  little  Brownies,  come  and  frolic, 
Let  us  always  be  merry. 

Formation :  Single  circle,  all  facing  centre,  with  hands  on  hips.     One 

child  stands  in  the  centre. 

Lines  i  and  2.  The  centre  (A)  stands  in  front  of  a  player  (B)  in  the 
circle,  inviting  her  to  dance.  On  the  words  "while,"  "here,"  "joy'' 
and  "fear"  all  dance  the  Bleking  step  four  times,  alternating  left 
and  right.  (Bleking  step — hop  on  the  left  foot,  bending  the  left 
knee,  and  place  the  right  heel  forward.) 

Lines  3  and  4.     At  "Hey"  all  clap  hands;  A  then  faces  about  with 

hands  on  hips ;  B  places  hands  on  A's  shoulders  and  they  run  twelve 

steps  to  another  player  (C).     At  the  same  time  those  in  the  circle 

take  twelve  running  steps  in  place. 

Lines  i  and  2.     Repetition  of  verse.     In  this  position  all  dance  four 

Bleking  steps. 

Lines  3  and  4.     A  and  B  both  face  about  on  "Hey."     Thus  B  is  the 
leader.     A  places  hands  on  B's  shoulders ;  C  places  hands  on  A's 
shoulders,  and  all  three  run  in  line  to  another  player  (D). 
The  game  continues  in  this  manner  until  all  have  been  chosen  from 
the  circle  and  have  entered  the  running  line.     The  first  runner  now 
grasps  the  shoulders  of  the  last  girl,  thus  making  a  complete  circle. 
Lines  3  and  4  may  be  repeated  several  times  while  players  continue  run- 
ning in  circle  formation. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.  Barnes  Company. 

(48) 


[101] 


OATS,  PEAS,  BEANS 


Q"    4   2  1  —  *<  J  ^  —  

i    J      J 

—  |  

1.  Oatsr  peas,  beans    and    bar   -   ley    grow, 

Oats,    peas, 

beans 

and 

n  r   -p-  -p-  -»r  i    -5—1 

'-4  —  p-p  —  f— 

=£= 

-f  — 

—  3E3E  —  '  k  —  I  1*  —  i  &  —  1~~ 

J  f^ 

—  J  h  —  -*  — 

bar    -    ley    grow;     Can        you          or 

-»-'        -•-      -•-  *                     -p-         -o-      -( 

9*7-4-  —  i  —  t  r  —  T  —  i 

J  S  — 

I  or 

r"  F" 

—a  —  ^  —  *  — 

an    -   y   -   one 

^i>    K  h  —  E  1  B  —  ! 

1  V  

—  k  1>  v  

—  -P  i  — 

know      How 

L   9  -•--.   '»  .... 

oats,         peas,    beans 

—  9  J  *  /  •    11 

and       bar    -    ley     grow? 

2.  Thus  the  farmer  sows  his  seed, 
Thus  he  stands  and  takes  his  ease; 
He  stamps  his  foot  and  claps  his  hands, 
And  turns  around  to  view  the  land. 

3.  Waiting  for  a  partner, 
Waiting-  for  a  partner. 

Open  the  ring  and  choose  one  in, 
While  we  all  gaily  dance  and  sing. 

4.  Tra  la  la,  etc. 

Verse  i.     Circle  walks  around  farmer  who  stands  in  center. 
Verse  2.     Actions  follow  words. 

Verse  3.     Farmer  chooses  a  partner  from  players  in  circle,  who  con- 
tinue to  walk  around  as  in  verse  i. 
Verse  4.     All  skip. 


(49) 


[107] 


OUR  LITTLE  GIRLS 

(  Swedish  Singing  Game  ) 


n  fc 

i-j    ;  :  i 

Our      lit   -    tie  girls,  we  know,   When  to     danc    -    ing  they 
Then  boom  •  fa-ra  -  'la,  boom  -  fa-ra  -  la,   boom    -    fa-ra-la 

j&tt-u*  )   1  —  5—1  —  rr-i  '  —  1  i   1  <~~r\ 

^^H=±=3«=^J 

go,       \Vouldlike      a   boy    to 
la,         Yes,  boom  -fa-ra  -  la  - 

fe3^E 
mf 

P&?=F 

*-p^ 

2 

3^1= 

3 

4 

*  =',* 

if 

Lh-a 

f           ' 

T  r  —  ' 

know,      With 
la.           yes, 

-6-fc  *—  i 

whom     to    dance    just 
boom  -fa-ra-la     - 

so.          And 

k 

*  — 

if          you      will 

.             —  ^—  0-  ^ 

be             A 

7 

-J       ; 

8 

-1  1  

9 

~t   : 

10 

p'-f     ' 

4  P  ' 

_J_  1  1 

^—,  1 

-r  ' 

fl*i     J          1'    J' 

part  -  ner    to 

me,       Just 

put'    your  hand    in 

mine,    And  dance     so  mer  -  ri  • 

1  "      -       ~~ 

! 

P   I     t' 

11 

12 

""    13 

14 

rl"; 
.        f 

16 

The  music  consists  of  one  strain  of  sixteen  measures,  which  is 
repeated  as  many  times  as  necessary. 

The  dancers  form  in  a  large  single  circle  with  hands  joined,  with 
several  extra  dancers  inside  the  circle. 

The  following  words  are  sung  as  they  dance : 

Our  little  boys  (or  girls),  we  know, 
When  to  dancing  they  go, 
Would  like  a  girl  (or  boy)  to  know, 
With  whom  to  dance  just  so. 
(SO) 


And  if  you  will  be 

A  partner  to  me, 

Just  put  your  hand  in  mine, 

And  dance  so  merrily. 

Then  boom-fa-ra-la,  boom-fa-ra-la,  boom-fa-ra-la-la, 

Yes,  boom-fa-ra-la-la,  yes,  boom-fa-ra-la-la, 

And  if  you  will  be 

A  partner  to  me, 

Just  put  your  hand  in  mine, 

And  dance  so  merrily. 

THE  DAXCE. 
I. 

(Meas.  1-8.}  The  dancers  forming  the  large  circle  begin  with  the 
left  foot  and  walk  around  so  that  the  circle  moves  to  the  left,  taking  two 
steps  to  each  measure  and  swinging  the  joined  hands  in  and  out  in  time 
to  the  music.  At  the  same  time,  the  several  dancers  inside  the  circle 
walk  around  in  the  opposite  direction,  each  one  with  hands  on  hips  (or 
swinging  the  arms  in  time  to  the  music)  and  keeping  close  to  the  out- 
side circle. 

(Meas.  p.)  As  the  dancers  sing  "And  if,"  each  of  those  inside  the 
circle  chooses  a  partner  from  the  outside  circle,  taking  her  left  hand 
with  his  right. 

(Meas.  10-16.']  These  couples  continue  walking  around  inside  the 
circle  in  the  same  direction  as  before,  swinging  the  joined  hands  and 
keeping  the  outside  hands  on  the  hips ;  at  the  same  time  the  outside 
circle  continues  walking  around  in  the  same  direction  as  before,  having 
closed  up  the  gaps  in  the  circle. 

II. 

(Meas.  1-4.)  The  outside  circle  skips  in  the  same  direction  as  before, 
taking  two  steps  to  each  measure.  At  the  same  time  the  couples  in  the 
centre  join  both  hands  and.  leaning  away  from  each  other,  swing  around 
to  the  right  in  place,  with  two  skipping  steps  to  each  measure. 

(Meas.  5-5.)     All  skip  and  turn  in  opposite  direction. 

(Meas.  0-16.}  As  they  sing  "And  if  you  will  be,"  etc.,  all  walk 
again,  the  outside  circle  moving  around  from  right  to  left,  and  the 
couples  in  the  inside  circle  going  in  the  opposite  direction,  all  swinging 
hands  as  before. 

At  the  end  of  the  chorus  there  is  a  short  pause,  during  which  the 
dancers  who  were  originally  in  the  centre  of  the  circle  quickly  take 
places  in  the  outside  circle,  leaving  the  dancers  chosen  by  them  inside 
the  circle. 

The  dance  is  then  repeated  as  before. 

From   Burchenal's    "Dances   of   the   People."     Copyright,    1913,   by    G.    Schirmer. 

(51) 


[114] 


RITSCH.  RATSCH 


Ritsch,  ratsch,  filebom-bom-bom, 
Fileboni-bom-bom,  filebom-bom-bom ; 
Ritsch,  ratsch,  filebom-bom-bom, 
Filebom-bom-bom,  filebom. 

Miss  Henderson,  Miss  Henderson,  Miss  Henderson, 
Miss  Henderson,  and  little  Ann  Marie ; 

They  washed  themselves  in  ocean  water,  ocean  water,  ocean  water 
Washed  themselves  in  ocean  water,  ocean  water  clear. 

(52) 


Formation :  Groups  of  four.  Players  stand  on  the  corners  of  a  square, 
all  facing  centre.  Partners  stand  on  diagonal  corners.  Hands  are 
on  hips.  For  convenience  in  teaching,  number  children  i,  2,  3 
and  4. 

Line  I.  All  clap  hands  twice;  then  hop  on  the  right  foot  and  place  left 
heel  forward. 

Line  2.  Hop  on  left  foot  and  place  right  heel  forward;  hop  on  right 
foot  and  place  left  heel  forward. 

Lines  3  and  4.     Repeat  action  of  lines  i  and  2. 

Line  5.  As  "Miss  Henderson"  is  sung  the  first  time,  numbers  I  and  2 
bow,  bending  from  the  hips,  with  the  heels  together.  At  the  same 
time  their  opposites  3  and  4  curtsey  (touch  right  toe  behind  the 
left  heel  and  bend  both  knees).  As  "Miss  Henderson"  is  sung  the 
second  and  third  time  in  quicker  rhythm  numbers  I  and  2  curtsey, 
and  3  and  4  bow. 

Line  6.  As  "Miss  Henderson"  is  sung,  numbers  i  and  2  bow,  and  3 
and  4  curtsey  as  at  first.  At  the  words,  "little  Ann  Marie"  clap 
hands  three  times. 

Lines  7  and  8.  All  face  left.  Beginning  with  the  left  foot  dance  seven 
polka  steps  forward.  Finish  facing  centre,  stamping  on  the  word 
"clear." 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,    1917,   by  the   A.    S.    Barnes   Company. 


(53) 


[115] 


RHEINLANDER  (SWEDISH). 


m 


f-  f       , , 


20 


>Jj£_ 


=g£^ 


rf—*.—* 


22  23 

3=3= 


(Meas.  1-8.)     Sixteen  steps  walking  around  circle. 
(Meas.  1-8.)     Sixteen  steps — hop  waltz — around. 
(Meas.  9-16.)     Polka    forward    two    steps — outer    foot    leads — -lady 
turns  under  arm  of  man.     Four  times. 


(54) 


(Mca-s.  9-16.}  Start  as  above,  but  man's  arms  folded,  lady's  akimbo. 
After  two  steps  she  whirls  away  from  circle  two  measures,  while  he  fol- 
lows with  polka,  stamping  as  he  follows.  Four  times. 

(Meas.  17-24.}  Man  kneels,  lady  goes  around  him,  turning  around 
at  his  shoulder — four  polka  steps.  Then  both  go  forward  four  steps. 
Repeat. 

(Meas.  1^-24.}  Skater's  position.  Both  start  step  with  right  foot 
crossed  behind,  turn  toward  center,  then  two  running  steps  and  heel 
forward  in  fourth  position.  Step  left  foot  behind  and  run  outward. 
Repeat. 

(Meas.  1-8.}  Man  kneels,  lady  goes  around  him — hop  waltz,  then 
both  forward  four  steps.  Repeat. 

(Meas.  1-8.}  Polka  two  steps  forward,  start  on  outer  foot,  turn  with 
hop  waltz  and  lady  jumps  up  as  she  turns  around. 

From    Crampton's    "Folk   Dance    Book." 
Copyright,  1909,  by  A.  S.  Barnes  &  Co. 


(55) 


[120] 


ROVENACKA  (BOHEMIAN). 


F^f3 

|  i  1*  r  —  3— 

paH- 

.  —  _^ 

*fc=H 
~Q*j  —  *f 

^^ 

V 

-HI  

formation  : 
Description 

TJ'LJ  tJ'l'  cJ'"                     =d 

A  double  circle,  partners  facing  each  other. 

PART  I. 

Accents  sharp,  light  and  spirited. 
(Meas.  /.)     Dancers  stand  in  place. 
(Meas.  2.}     All  stamp  left,  right,  left. 
(Meas.  3.)     Stand. 

(Meas.  4.)     Clap  own  hands  three  times. 
(Meas.  5.)     Shake  right  forefinger  at  partner. 
(Meas.  6.}     Shake  left  forefinger. 
(Meas.  7.)     Spin  completely  around  to  the  left. 

PART  II. 

Dancers  join  hands  and  move  around  the  circle  with  the  old-fashioned 
slide  polka,  turning  halfway  around  each  time  (slide,  slide,  step,  step, 
step),  as  follows : 

(Meas.  8.}     Two  slides  to  the  side,  around  the  circle. 

(Meas.  p.)  Three  tap  steps,  turning  around  in  place,  so  that  part- 
ner, who  was  outside,  is  now  inside. 

(Meas.  10  and  //.)  Repeat,  beginning  with  the  other  foot  and  mov- 
ing in  the  same  direction. 

(Meas.  12-15.)     Repeat. 


From  Crawford's  "Folk  Dances  and  Games."     Copyright, 

(56) 


3,  by  A.   S.  Barnes  &  Co. 


[125] 


Modemto. 


SANDAL  POLKA 


p 


Left  and     right.         left    and     right,         Sau-dal      men     are     danc    -   ing. 
Left  and     right.        left    and    right,         Sau-dal      men     are     danc    -   inc. 


Some    "in    shoes    and    some     m    socks.  And   some   in    bars  feet  tramp  -  mg 
Home- ward    now     all       two     by     two.  And      to     the    end     go   danc  -  ing. 


t  /?ytf  ;.|     1 


Formation:    Double   circle,    partners    facing   line   of   direction.     Inside 
hands  joined,  outside  hands  on  hips. 

Measure  i.     Step  sideways  with  left  foot  and  close  with  right  foot. 
Measure  2.     Repeat. 

Measures  3-4.     Both  hands  on  hips.     With  four  running  steps  make  a 

half  turn  to  the  left  to  face  in  opposite  direction. 
Measures  1-2.     Same  as  measures  1-2  above. 

Measures  3-4.     With  half  turn  to  the  left  face  in  line  of  direction  with 
four  running  steps. 

Measures  5-8.     Inside  hands  joined  and  outside  hands  on  hips.     Skip 
sixteen  steps  around  circle. 

From  Crampton's  "The  Second  Folk  Dance  Book."     Copyright,  1916,  by  The  A.   S.  Barnes  Co. 


(57) 


[127] 


SEVEN  JUMPS  (DANISH) 


Allegro  m 
A 

oderato  (J  =  90) 

CSyvspring) 

jjf 

/     1 

2 

3 

4 

5 

6 

7 

8 

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9 

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10 

•*• 

11 

12 

13 

14 

•J- 

15 

-1  

1  

„  „ 

C  D  C  D 


FINE 


P.C. 


Z).C. 


This  dance  is  usually  considered  a  dance  for  two  men,  but  sometimes 
it  is  danced  by  a  man  and  a  girl,  or  by  a  number  of  couples  in  a  circle. 
In  any  case  the  steps  and  movements  are  the  same  as  described  here. 
The  music  consists  of  two  strains,  A  and  B  of  eight  measures  each,  with 
two  additional  measures,  C  and  D,  at  the  end  of  B.  Each  measure  of 
A  and  B  should  be  counted  thus :  "One,  and,  two,  and." 

THE  DANCE 
I.  "First  Jump." 

A.  (Meas.  /-#.)     The  dancers  join  hands  and  swing  around  to  the 
left.     The  step  used  is  as  follows:  (meas.  i)  step  on  the  left  foot  (one). 
hop  on  it  (two)  ;   (meas.  2)   step  on  the  right  foot  (one),  hop  on  it 
(tzvo). 

B.  (Mcas.  9-16.)     Jump  up  high  from  the  ground  so  as  to  come 
down  with  a  stamp  on  both  feet  on  the  first  count  and  repeat  the  same, 
moving  around  in  the  opposite  direction. 

C.  Release  hands,  place  them  on  hips  and  raise  the  right  foot  from 
the  ground,  bending  the  knee  at  a  right  angle. 

D.  On  the  first  note  of  the  measure  stamp  the  right  foot.     On  the 
second  note  of  the  measure  stand  motionless,  but  ready  to  spring  into 
action  again  at  the  pleasure  of  the  musician,  who  retards  on  this  last 
note  and  keeps  the  waiting  dancers  in  alert  suspense. 

(58) 


II.  "Second  Jump" 
A  and  B.     Same  as  in  I. 

C.  Raise  the  right  knee  as  before. 

D.  On  the  first  note  of  the  measure  stamp  the  right  foot.     On  the 
second  note  of  the  measure  raise  the  left  knee. 

D,  repeated.  On  the  first  note  of  the  measure  stamp  the  left  foot. 
On  the  second  note  stand  motionless  as  before  while  the  note  is  held. 

III.  "Third  Jump" 
A  and  B.     As  before. 

C.  Raise  the  right  knee. 

D.  On  the  first  note  stamp  the  right  foot.     On  the  second  note  raise 
the  left  knee. 

D,  repeated.  On  the  first  note  stamp  the  left  foot.  On  the  second 
note  pause. 

D,  repeated.  On  the  first  note  kneel  on  the  right  knee.  On  the 
second  note  pause  in  that  position  while  the  note  is  held. 

IV.  "Fourth  Jump" 
A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot  as  before. 

D,  repeated.     Stamp  the  left  foot  as  before. 

D,  repeated.  On  the  first  note  kneel  on  the  right  knee.  On  the  sec- 
ond note  pause  in  that  position. 

D,  repeated.  On  the  first  note  put  down  the  right  knee  also,  so  as  to 
be  kneeling  on  both  knees.  On  the  second  note  pause  in  that  position. 

V.  "Fifth  Jump" 
A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot  as  before. 
D,  repeated.     Stamp  the  left  foot. 

D,  repeated.     Kneel  on  the  right  knee. 

D,  repeated.     Kneel  on  both  knees. 

D,  repeated.  On  the  first  note  place  the  right  elbow  on  the  floor,  with 
the  cheek  resting  in  the  right  palm.  On  the  second  note  pause  in  that 
position. 

VI.  "Sixth  Jump" 

A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot. 

D,  repeated.     Stamp  the  left  foot. 
D,  repeated.     Kneel  on  the  right  knee. 
D,  repeated.     Kneel  on  both  knees. 

(59) 


D,  repeated.  On  the  first  note  place  the  right  elbow  on  the  floor,  with 
the  cheek  resting  in  the  right  palm.  On  the  second  note  pause  in  that 
position. 

D,  repeated.  On  the  first  note  place  the  left  elbow  also  on  the  floor 
with  the  chin  supported  by  the  palms  of  both  hands.  On  the  second 
note  pause. 

VII  "Seventh  Jump" 

A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot. 

D,  repeated.     Stamp  the  left  foot. 

D,  repeated.     Kneel  on  the  right  knee. 

D,  repeated.     Kneel  on  both  knees. 

D,  repeated.     Place  the  right  elbow  on  the  floor. 
'  D.  repeated.     Place  the  left  elbow  also  on  the  floor. 

D,  repeated.  On  the  first  note,  with  the  chin  still  resting  in  the  palms 
of  both  hands,  bend  down  and  touch  the  forehead  to  the  floor.  On  the 
second  note  pause  in  that  position.  (In  Denmark,  when  two  men  are 
dancing  this,  sometimes  only  one  puts  his  forehead  to  the  floor  and  the 
other  turns  a  somersault  over  him.) 

A  and  B.     As  before. 

This  may  be  considered  the  finish  of  the  dance,  but  to  complete  the 
full  dance  it  should  be  continued  from  this  point  as  before,  with  the 
difference  that  in  each  following  figure  the  last  movement  or  "jump"  is 
omitted,  reversing  the  order  in  which  they  were  added  during  the  first 
part  of  the  dance,  namely : 

VIII. 

Same  as  VI. 

IX. 

Same  as  V. 

And  so  on  until  the  dance  ends  with  a  simple  swing  around  during 
A  and  B  as  at  first. 

All  during  the  dance,  when  the  dancers  swing  around  they  lean  away 
from  each  other  and  swing  very  vigorously,  and  during  the  pause  on  the 
last  note  of  D  they  remain  motionless,  but  tense  and  alert,  so  that  at  the 
beginning  of  A  in  the  next  figure  they  are  ready  to  spring  quickly  into 
the  swing. 

From  Elizabeth  Burchenal's  "Dances  of  the  People."     Copyright,   1913,  by  G.   Schirmer. 


(60) 


[128] 


SHOEMAKER,  SHOEMAKER 


J      r        J           f= 

CJr4    w  "  13  "  *  — 

Shoe        mak  -  er.     shoe    -    inak 

CH-O  —  •  J  

er,     mend      my      shoe,    They 

act  —  J  :f~ 

—  -t1- 

J  

T"  ^  1  1 

(m£  —  J  J— 

say         yoti 

aft 

* 

can 

—  J  
make 

J     J  1  J     ^     3=>=l 

them      as        good        as         new;       My 

at 

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—  I  

j                1    !    -       •          P  ^r-J 

loot      is      com-ing  through,  What  -  ev    -    er      shall       I        do? 


^ 


rfr—  i  

-K  1  N— 

I  J          y 

i  n 

|y   ^       ^     F     ^       •- 

Shoe    -    mak  -  er,     shoe    -  mak 

~*~                               "J" 

=t=J 

e*"» 

mend        my 

shoe. 

The  children  stand  in  a  circle,  with  hands  on  hips. 
They  hop  on  one  foot  and  swing-  the  other;  continue  step,  hop,  swing 
throughout  the  dance. 


(61  ) 


C.  HUNTING  ACTIVITIES  AND  GAMES. 

Rules  of  Important  Hunting  Games:  Tag  or  "It"  Games. 


Arch  Ball.     B. 
10  to  100  players. 

Playground;  gymnasium;  schoolroom. 
Basket  ball;  bean  bag;  oat  sack;  any  substitute. 

The  game  is  very  similar  to  pass  ball,  but  is  here  described  under  another 
name,  as  it  differs  from  pass  ball  in  (1)  not  having  the  run  to  a  goal  line;  (2) 
admitting  of  variations,  as  in  the  passing  of  several  articles;  (3)  being  compar- 
atively informal  without  the  scoring  of  fouls  and  other  strict  observance  of  rules 
that  class  pass  ball  with  athletic  events. 

The  players  line  up  in  two  or  more  single  files,  which  compete  with  each  other, 
and  must  therefore  contain  an  equal  number  of  players.  The  captain  or  leader 
of  each  file  toes  a  line  drawn  across  the  ground  and  holds  a  basket  ball  (bean 
bag  or  other  object  may  be  used).  At  a  given  signal  he  passes  the  ball  backward 
over  his  head  to  the  player  next  behind,  who  in  turn  passes  it  backward  as 
rapidly  as  possible,  and  so  on  until  it  reaches  the  last  player  in  the  line.  He  at 
once  runs  forward  carrying  the  ball  to  the  front  of  the  line,  which  moves  back- 
ward one  place  to  make  room  for  him.  He  toes  the  line  and  passes  the  ball  back- 
ward over  his  head.  The  play  continues  until  the  captain  reaches  the  end  of  the 
line  and  runs  forward  with  the  ball  to  his  original  place  at  the  head  of  the  file. 
As  he  takes  his  place  there,  he  holds  the  ball  aloft  as  a  signal  that  he  has  finished. 
The  file  wins  whose  captain  is  the  first  to  return  to  his  place. 

The  game  may  be  made  very  enlivening  by  passing  several  articles  in  rapid  suc- 
cession, each  of  a  different  and  contrasting  character,  such  as  a  basket  ball,  tennis 
ball,  Indian  club,  heavy  medicine  ball,  bean  bag,  light  dumb-bell,  three  or  five 
pound  iron  dumb-bell,  etc.  In  this  form  of  the  game  the  last  player  must 
accumulate  all  of  the  articles  before  running  forward  with  them  or  the  score  may- 
be made  on  the  arrival  of  the  last  article  at  rear  of  line. 

Ball  Stand.     GG. 
Grade:  Grammar,  High. 
Number  of  players:  6  to  60. 
Apparatus:  Free  wall  space  in  a  room;  ball. 

The  players  are  numbered  and  stand  near  one  corner  of  the  room.  One  of 
them  bounces  the  ball  against  the  wall,  calling,  at  the  same  time,  one  of  the  num- 
bers given  to  the  players.  Thereupon  all  the  players  except  the  one  whose  num- 
ber has  been  called  run  as  far  away  from  the  ball  as  they  can.  He,  on  the  other 
hand,  runs  toward  the  ball,  and  gets  it  as  quickly  as  possible.  As  soon  as  he  has 
it,  he  stands  still,  and  calls  "Ball  Stand."  Then  each  player  must  stop  running, 
and,  without  turning  his  head,  stand  with  his  back  to  the  one  who  has  the  ball. 


Bz="Games^for  the  Playground^  Home.    School   and   Gymnasium."     By  Jessie  H.   Bancroft, 

Game; 

(62) 


>—  uames   tor   the   nayground, 
CopyrightM909TVby  the  Macmillan  Company 


GG— "One  Hundred  and  Fifty  Gymnastic  Games."     By  the  Boston  Normal  School  of  Gym- 
nastics.    Copyright,  1902. 


The  latter,  after  taking  time  to  aim,  throws  the  ball  to  hit  some  one  on  the  back. 
If  he  is  successful,  the  one  who  has  been  struck  calls  out,  "Hit."  Upon  that  the 
other  players  run ;  while  the  one  who  has  been  struck  picks  up  the  ball,  and  calls 
"Ball  Stand."  The  game  continues  as  after  the  previous  calling  of  "Ball  Stand." 
If  no  one  has  been  struck,  all  the  players  return  to  the  corner,  and  the  one  who 
failed  to  hit  starts  the  game  as  before.  Count  must  be  kept  of  the  number  of 
times  each  player  fails,  and  for  every  failure  a  forfeit  must  be  paid  at  the  end 
of  the  game. 

Barley  Break.     B. 

6  to  18  players. 
Playground ;  gymnasium. 

A  long,  narrow  strip  of  ground  is  needed  for  this  game,  divided  into  three 
spaces  measuring  from  ten  to  fifty  feet  square.  The  central  one  of  these  three 
spaces  is  called  the  barley  field.  In  each  of  the  three  stands  af  couple  of  players 
(or  more,  as  hereinafter  described).  The  couple  in  the  center  is  obliged  to  link 
arms ;  therefore  the  center  place  is  the  most  difficult  and  considered  dis- 
advantageous. The  couples  in  the  other  spaces  advance,  singly  or  together,  into 
the  barley  field,  trampling  the  barley  by  dancing  around  the  field  as  much  as  they 
can  without  being  caught.  These  couples  need  not  link  arms.  When  one  of 
these  is  caught,  he  must  remain  inactive  in  the  barley  field  until  his  partner  is 
also  caught.  The  couple  owning  the  barley  field  may  not  step  beyond  its  limits, 
nor  may  the  couple  being  sought  take  refuge  in  the  field  opposite  to  their  own. 
When  the  two  are  caught  they  become  warders  of  the  barley  field,  changing  places 
with  the  previous  couple,  and  any  others  who  have  been  caught  return  to  their 
own  fields.  The  game  is  made  interesting  by  not  confining  the  effort  to  catching 
two  members  of  the  same  couple  in  succession.  Both  couples  in  the  adjoining 
field  should  venture  far  into  the  barley,  taunting  the  couple  who  have  linked  arms 
by  calling  "barley  break."  These,  in  turn,  will  assist  their  object  by  making  feints 
at  catching  one  player  and  turning  suddenly  in  the  opposite  direction  for  another. 
The  number  of  players  may  be  increased  by  putting  three  couples  in  the  center 
(barley  field)  and  two  or  three  couples  at  each  end. 

Bears  and  Cattle.     GG. 
Grade:  All. 
Xunibcr  of  players:  10  to  60.  • 

A  goal  is  marked  in  each  corner  of  the  room  on  one  side,  and  a  third  goal  is 
marked  in  the  middle  of  the  opposite  side  to  serve  as  den.  The  other  players. 
who  represent  cattle,  divide  into  two  groups  and  stand  in  the  corner  goals.  At 
a  given  signal  the  cattle  change  goals,  and,  while  they  are  changing,  the  bear  tags 
as  many  of  them  as  possible.  All  those  who  have  been  tagged  become  bears,  and 
return  with  the  first  bear  to  his  den.  When  the  next  signal  is  given,  the  bears 
form  a  line  by  joining  hands,  and  chase  the  remaining  cattle.  At  the  ends  of  the 
line  are  the  first  bear  and  the  first  person  whom  he  tagged.  They  are  the  only 
ones  who  have  a  right  to  tag  in  the  new  chase.  If  the  line  is  broken,  the  cattle 
come  out  and  drive  the  bears  back  to  their  den  with  handkerchiefs.  The  last  one 
of  the  cattle  to  be  caught  is  the  bear  in  the  next  game. 


(63) 


Birds.     GG. 

Grade:  Primary;  Grammar. 
Number  of  players:  10  to  60. 

The  two  corners  in  the  front  of  the  schoolroom  are  marked  off,  one  as  the 
cage  and  the  other  as  the  nest.  One  player  is  chosen  to  be  the  mother  bird  and 
two  players  are  chosen  as  bird  catchers.  The  mother  bird  stands  in  the  nest,  and 
the  bird  catchers  stand  halfway  between  the  nest  and  the  cage.  The  other 
players  sit  at  their  desks,  and  in  groups  of  four  or  five  are  named  after  various 
birds.  Then  the  teacher  calls  the  name  of  one  of  the  birds.  The  players  who 
have  received  that  name  run  to  the  back  of  the  room,  then  turn,  and  run  up  and 
down  the  aisles  and  across  chairs  to  the  nest.  The  bird  catchers  can  not  begin 
the  chase  until  the  birds  have  reached  the  back  of  the  room.  The  birds  that  are 
caught  by  the  bird  catchers  before  they  cross  the  line  of  the  nest  are  put  in  the 
cage.  When  all  of  the  first  flight  of  birds  are  either  captured  or  safe  in  the  nest, 
the  teacher  calls  the  name  of  a  second  bird.  Finally,  when  all  the  birds  are 
flown,  those  in  the  cage  are  counted,  and  those  in  the  nest.  If  the  mother  bird 
has  the  larger  number,  she  wins ;  if  otherwise,  the  bird  catchers  win.  The  object 
of  the  players  is  to  defeat  the  bird  catchers. 

Bird  Catcher.     B. 
TO  to  60  players. 
Schoolroom;  playground. 

Two  opposite  corners  are  marked  off  at  one  end  of  the  ground  or  room,  the  one 
to  serve  as  a  nest  for  the  birds  and  the  other  as  a  cage.  A  mother  bird  is 
chosen,  who  takes  her  place  in  the  nest.  Two  other  players  take  the  part  of  bird 
catchers  and  stand  midway  between  nest  and  cage.  If  played  in  the  schoolroom, 
the  remaining  players  sit  in  their  seats ;  if  in  a  playground,  they  stand  beyond  a 
line  at  the  farther  end  of  the  ground  which  is  called  the  forest.  All  of  these 
players  should  be  named  for  birds,  several  players  taking  the  name  of  each  bird. 
The  naming  of  the  players  will  be  facilitated  by  doing  it  in  groups.  If  in  the  class- 
room, each  row  may  choose  its  name,  after  which  the  players  should  all  change 
places,  so  that  all  of  the  robins  or  orioles  will  not  fly  from  the  same  locality. 

The  teacher  calls  the  name  of  a  bird,  whereupon  all  of  the  players  who  bear 
that  name  run  from  the  forest  to  the  nest,  but  the  bird  catchers  try  to  intercept 
them.  Should  a  bird  be  caught  by  the  bird  catcher,  it  is  put  in  the  cage,  but  a 
bird  is  safe  from  the  bird  catchers  if  it  once  reaches  the  nest  and  the  mother  bird. 
The  players  should  be  taught  to  make  the  chase  interesting  by  dodging  in  various 
directions,  instead  of  running  in  a  simple,  straight  line  for  the  nest. 

The  distance  of  the  bird  catchers  from  the  nest  may  be  determined  with  a  little 
experience,  it  being  necessary  to  place  a  handicap  upon  them  to  avoid  the  too  easy 
capture  of  the  birds. 

Black  and  White.     GG. 
Grade:  All. 

Number  of  players:  w  to  60. 
Apparatus:  A  disk,  black  on  otic  side  and  tc'/n/r  on  the  other. 

Sides  are  chosen,  and  a  leader  is  appointed.  The  players  on  one  side  are  dis- 
tinguished by  a  handkerchief  on  the  arm  and  are  called  Whites.  The  players  on 
the  other  side  are  Blacks.  Both  Blacks  and  Whites  scatter  about  the  room. 

(64) 


mingling  freely.  The  leader  stands  in  plain  sight  on  a  stool,  and  twirls  the  disk 
about.  Suddenly  he  holds  it  still,  with  only  one  side  visible.  If  it  is  the  black 
side,  all  the  Whites  drop  to  the  floor,  while  the  Blacks  try  to  tag  them  before 
they  succeed  in  doing  so.  If  the  white  side  shows,  the  Blacks  drop  down,  and  the 
Whites  try  to  tag.  Those  who  are  tagged  are  out  of  the  game.  If  it  is  preferred, 
a  score  may  be  kept;  and  in  that  case  the  side  that  has  tagged  the  greatest  num- 
ber of  players  at  the  end  of  the  game  is  the  winning  side.  Any  gymnastic  posi- 
tion may  be  substituted  for  the  drop  to  the  floor. 

Catch  of  Fish.     GG. 

Grade:  Grammar;  High. 

Number  of  Players:  10  to  60.  , 

A  goal  is  marked  off  at  each  end  of  the  room,  and  the  players  are  divided  into 
two  equal  groups,  which  take  their  positions  in  the  two  goals.  The  players  in  one 
goal  join  hands  and  stand  in  line  to  form  the  net.  The  players  in  the  other  goal 
are  the  fish.  At  a  given  signal  all  the  players  change  goals.  The  net  tries  to  catch 
as  many  of  the  fish  as  possible  by  surrounding  them.  The  fish  can  escape  only 
through  the  opening  between  the  ends  of  the  net;  and,  when  the  ends  close 
together,  all  that  are  within  are  caught,  and  are  out  of  the  game.  The  fish  then 
join  hands  and  become  the  net.  The  game  continues  in  this  way,  each  group 
being  alternately  fish  and  net,  until  all  of  one  side  are  caught. 

Catch  and  Pull  Tug  of  War.    B. 

10  to  100  players. 
Gymnasium;   playground. 

Any  number  of  players  may  engage  in  this  contest,  which  is  one  of  the  best  for 
a  large  number,  containing  as  it  does  both  excellent  sport  and  vigorous  exercise. 

A  line  is  drawn  down  the  middle  of  the  playing  space.  The  players  are  divided 
into  two  parties  and  stand  one  party  on  either  side  of  the  line.  The  game  starts 
on  a  signal  and  consists  in  catching  hold  of  an  opponent  by  any  part  of  his  body, 
as  hand,  arm,  or  foot,  reaching  over  the  line  and  so  pulling  him  across  the  bound- 
ary. Any  number  of  players  may  try  to  secure  a  hold  on  an  opponent  and  any 
number  may  come  to  his  rescue  and  try  to  resist  his  being  pulled  over  the  line, 
either  by  pulling  him  in  the  opposite  direction  or  by  trying  to  secure  a  hold  on 
one  of  the  opponents.  A  player  does  not  belong  to  the  enemy  until  his  entire 
body  has  been  pulled  over  the  line.  He  must  then  join  his  captors  in  trying  to 
secure  players  from  across  the  line.  The  party  wins  which  has  the  largest  num- 
ber of  players  at  the  end  of  time  limits. 

Cat  and  Rat.    GG. 

Grade:  Primary;  Grammar. 
Number  of  players:  10  to  30. 

One  player  is  chosen  to  be  the  cat  and  one  to  be  the  rat.  The  other  players 
join  hands  and  form  a  ring,  with  the  cat  on  the  outside  and  the  rat  in  the  center. 
The  cat  tries  to  catch  the  rat.  The  players  favor  the  rat,  and  allow  him  to  run  in 
and  out  of  the  circle  under  their  clasped  hands ;  but  they  try  to  prevent  the  cat 
from  following  him  by  lowering  or  raising  their  hands,  whichever  is  necessary. 
When  the  rat  is  caught,  he  joins  the  circle;  and  the  cat  becomes  rat,  and  chooses 

•-««  (  65  ) 


a  new  cat  from  the  players.  Sometimes,  however,  it  is  advisable  to  choose  a  new 
cat  as  well  as  a  new  rat  each  time  that  the  rat  is  caught.  When  there  are  a  large 
number  of  players,  three  cats  may  be  chosen  to  chase  three  rats.  In  this  case  the 
cats  are  distinguished  by  handkerchiefs  tied  on  their  arms. 

Center  Base.     B. 
/o  to  30  or  more  players. 
Playground;  gymnasium. 
Hand  ball;  basket  ball. 

All  of  the  players  but  one  form  a  circle,  with  considerable  space  between  each 
two.  The  odd  player  stands  in  the  center,  holding  the  ball.  He  tosses  it  to  any 
player  in  the  circle,  and  immediately  runs  away  outside  the  circle.  The  player  to 
whom  the  ball  is  thrown  must  catch  it,  place  it  on  the  ground  in  the  center  of  the 
circle,  and  at  once  chase  the  one  who  threw  it.  The  one  who  threw  the  ball  tries 
to  get  back  to  the  center  of  the  circle  and  touch  the  ball  before  he  can  be  tagged. 
Should  he  succeed  in  this,  he  joins  the  circle,  and  the  other  player  throws  the 
ball.  If  the  first  center  player  is  tagged  before  returning  to  the  ball,  he  throws 
again,  and  the  one  who  chased  him  returns  to  the  circle. 

This  game  is  very  popular  with  children. 

Center  Catch  (Touch)  Ball.     B. 
10  to  30  or  more  players. 
Playground;  gymnasium. 
Handball;  basket  ball;  bean  bag, 

I.  FOR  LITTLE  CHILDREN. 

All  of  the  players  but  one  stand  in  a  circle,  with  two  or  three  feet  distance 
between  players.  The  odd  player  stands  in  the  center  of  the  circle  and  tries  to 
catch  the  ball,  which  is  tossed  rapidly  from  one  circle  player  to  another.  Should 
he  be  "successful,  the  one  who  last  touched  the  ball  changes  places  with  him. 

II.  ADVANCED  FORM  FOR  SKILLFUL  PLAYERS. 

This  differs  from  the  preceding  in  the  greater  distance  between  players  and  also 
in  the  much  greater  range  and  resourcefulness  of  play. 

The  players  stand  in  a  circle  with  from  six  to  eight  feet  between  each  two,  and 
with  one  player  in  the  center.  The  circle  players  throw  a  ball  from  one  to 
another,  the  object  of  the  game  being  for  the  center  player  to  catch  the  ball  or 
knock  it  to  the  floor.  The  circle  players  may  throw  the  ball  over  the  heads  of  one 
another  or  across  the  circle,  or  make  sudden  feints  of  throwing  it  in  one  direction, 
turn  suddenly  and  throw  it  in  another,  etc.,  to  deceive  the  center  player. 
-  Any  player  in  the  circle  who  last  touched  the  ball,  changes  places  with  the 
center  player  whenever  the  latter  touches  or  catches  the  ball. 

Club  Snatch  (Steeple  Chase).     GG. 
Grade:  All. 

Number  of  players:  4  to  20. 
Apparatus:  Jumping  standard:   handkerchief. 

A  goal  is  marked  off  at  each  end  of  the  room,  and  the  standard  is  placed 
between  them,  rather  nearer  one  goal  than  the  other.  The  handkerchief  is  hung 

(66) 


on  the  top  of  the  standard.  Half  the  players  take  their  places  in  one  goal,  and 
half  in  the  other,  and  in  each  goal  one  player  stands  ready  to  'run  at  a  given 
signal.  The  player  from  the  goal  nearer  the  standard  starts,  gets  the  handker- 
chief, and  tries  to  return  to  his  goal  with  it  before  the  player  running  from  the 
opposite  side  can  touch  him ;  or,  as  the  game  may  also  be  played,  he  tries  to 
reach  his  goal  before  the  player  from  the  opposite  side  can  reach  it.  If  he  is 
successful,  both  players  stay  in  the  nearer  goal ;  if  he  is  not,  both  go  to  the 
farther  one.  The  game  is  won  by  the  side  that  brings  all  the  players  into  its 
goal.  The  right  distance  for  the  standard  from  the  nearer  goal  will  depend  on 
the  skill  of  the  players,  and  should  be  changed  to  suit  different  classes. 

Couple  Tag.     B. 

4  to  TOO  players. 

Indoors;  out  of  doors;  schoolroom. 

All  of  the  players  but  two  hook  arms  in  couples.  Of  the  two  who  are  free, 
one  is  It  or  chaser,  and  the  other  the  runner.  The  runner  may  save  himself 
by  locking  arms  with  either  member  of  any  couple  he  chooses.  Whenever  he 
does  so,  the  third  party  of  that  group  becomes  runner  and  must  save  himself  in 
like  manner.  If  the  runner  be  tagged  at  any  time,  he  becomes  It  or  chaser  and 
the  chaser  becomes  runner. 

To  get  the  proper  sport  into  this  game,  the  couples  should  run  and  twist  and 
resort  to  any  reasonable  maneuver  to  elude  the  runner,  who  is  liable  at  any  time 
to  lock  arms  with  one  of  them  and  so  make  the  other  a  runner. 

For  large  numbers  there  should  be  more  than  one  runner  and  chaser. 

Crackabout.     B. 

10  to  60  players. 
Playground;  gymnasium. 
Soft  ball. 

The  players  scatter  over  the  playground,  trying  to  get  as  far  away  as  possible 
from  the  one  who  has  the  ball.  He  throws  it  at  one  of  the  players,  trying  to  hit 
him  with  it,  at  the  same  time  calling  "Crackabout."  All  of  the  players  make  a 
rush  for  the,  ball,  the  one  who  succeeds  in  getting  it  being  the  next  thrower.  The 
other  players  scatter  immediately  that  one  has  secured  it,  the  ball  man  at  once 
throwing  at  some  other  player,  naturally  trying  to  hit  the  nearest.  As  soon  as 
the  players  hear  his  call  of  "Crackabout"  they  rush  together  again  in  the  direction 
of  the  ball  to  try  and  secure  it,  and  so  on  indefinitely.  The  game  is  thus  a  rapid 
succession  of  running  away  from  the  ball  man  and  scrimmages  to  secure  the  ball. 
It  is  one  of  the  strenuous  and  popular  games  enjoyed  by  boys  of  almost  any 
age,  and  affords  some  lively  exercise  and  sport  in  a  few  minutes. 

Dare  Base.     GG. 

Grade:  Grammar,  High. 

\' umber  of  players:  10  to  60. 

A  goal  is  marked  off  at  each  end  of  the  room,  and  midway  between  is  drawn 
a  long  line  that  forms  the  dare  base.  At  each  end  of  this  is  placed  a  player  who 
acts  as  a  catcher.  The  other  players  stand  in  the  goals.  After  the  game  has 
begun,  they  cross  constantly  from  one  goal  to  the  other,  and  the  catchers  try  to 

(67)        ' 


tag  them.  While  they  are  in  the  goals  or  on  the  dare  base,  they  are  safe  from 
the  catcher,  but  they  are  not  allowed  to  return  from  the  dare  base  to  the  goal 
they  have  just  left.  They  must  always  continue  to  the  opposite  goal.  Those  who 
are  caught  are  out  of  the  game.  The  player  who  is  last  caught  wins,  becomes 
catcher  in  the  next  game,  and  chooses  his  assistant. 

Dead  Ball.    GG. 

Grade:   Upper  Primary. 
Number  of  players:  10  to  60. 
Apparatus:  i  to  3  soft  balls. 

The  players  stand  in  the  aisles  between  the  desks.  The  teacher  tosses  the 
balls  into  the  air.  Any  one  who  can,  catches  a  ball,  and  tosses  it  at  some  other 
player.  This  other  one  may  either  dodge  the  ball  or  catch  it.  If  he  catches  it, 
he  tosses  it  at  some  one  else,  but  if  he  is  struck  by  it,  he  is  dead,  and  must  sit 
down.  The  game  is  played  until  only  one  person  is  left  standing.  The  balls 
must  always  be  tossed,  not  thrown. 

Dodgeball.    B. 

10  to  60  players. 
Playground;  gymnasium. 
Basket  ball. 

The  players  are  divided  into  two  even  groups.  One  group  forms  a  circle  (this 
need  not  be  marked  on  the  ground).  The  larger  the  circle  the  more  sport  in 
the  game.  The  other  group  stands  within  the  circle,  scattered  promiscuously. 
The  object  of  the  game  is  for  the  circle  men  to  hit  the  center  men  with  a  basket 
ball,  the  center  men  dodging  to  evade  this.  They  may  jump,  stoop,  or  resort  to 
any  means  of  dodging  except  leaving  the  ring.  Any  player  hit  on  any  part  of 
his  person  at  once  joins  the  circle  men.  The  last  player  to  remain  in  the  center 
is  considered  the  winner.  The  groups  as  originally  constituted  then  change 
places  for  the  next  game,  the  center  men  becoming  circle  players  and  the  circle 
men  going  to  the  center. 

There  is  no  retaliatory  play  of  the  ball  by  the  center  players ;  they  merely 
dodge  it.  The  ball  is  returned  to  the  circle  either  by  a  toss  from  a  center  man 
or  by  a  circle  man  stepping  in  for  it  if  it  should  not  roll  or  bound  within  reach. 
When  two  center  men  are  hit  by  one  throw  of  the  ball,  only  the  first  one  hit 
leaves  the  center. 

Duck  on  the  Rock.    GG. 
Grade:  Grammar. 
Number  of  players:  6  to  20. 

Apparatus:  Out-of-doors — boulder;  large  stone;  stones  sise  of  fist,  one  for  each 
player.    Indoors — bean  bag  for  each  player. 

When  the  game  is  played  out-of-doors,  a  large  stone,  which  represents  the 
duck,  is  placed  on  a  boulder,  and  the  player  who  is  drake  stands  to  guard  it.  A 
line  is  drawn  twenty  or  thirty  feet  from  the  boulder.  Here  each  of  the  other 
players  stands  in  turn,  and  throws  his  stone  at  the  duck,  which  he  tries  to  knock 
off  the  rock.  If  he  does  not  succeed,  he  goes  and  stands  by  the  place  where  his 

(68) 


stone  has  fallen,  and  waits  until  some  one  does  succeed.  If  he  prefers,  he  may 
pick  up  his  stone  and  try  to  run  back  to  the  goal  line  before  the  drake  can  tag 
him.  If  he  reaches  it  in  safety,  he  has  a  chance  to  throw  again.  When  some 
one  succeeds  in  knocking  off  the  duck*  all  who  have  thrown  may  pick  up  their 
stones  and  run  back  to  the  goal  line,  while  the  drake  replaces  the  duck  on  the 
rock  and  tries  to  tag  any  one  who  has  his  duck  in  his  hand,  and  who  has  not 
crossed  the  goal  line.  Whoever  is  tagged  becomes  drake. 

The  game  can  be  played  in  the  gymnasium  by  using  a  chalk  circle  instead  of 
a  boulder,  and  by  placing  in  it  a  bean  bag  to  serve  as  duck.  The  players  have 
bean  bags  instead  of  stones,  and  try  to  throw  their  bags  so  as  to  knock  the  duck 
out  of  the  circle. 

Flowers  and  the  Wind  (The).     B. 

4  to  30  or  more  players. 
Indoors;  out-of-doors. 

This  game  is  suitable  for  little  children.  The  players  are  divided  into  two 
equal  parties,  each  party  having  a  home  marked  off  at  opposite  ends  of  the  play- 
ground, with  a  long  neutral  space  between.  One  party  represents  a  flower, 
deciding  among  themselves  which  flower  they  shall  represent,  as  daisies,  lilies, 
lilacs,  etc.  They  then  walk  over  near  the  home  line  of  the  opposite  party.  The 
opposite  players  (who  represent  the  wind)  stand  in  a  row  on  their  line,  ready 
to  run,  and  guess  what  the  flower  chosen  by  their  opponents  may  be.  As  soon 
as  the  right  flower  is  named,  the  entire  party  owning  it  must  turn  and  run  home, 
the  wind  chasing  them.  Any  players  caught  by  the  wind  before  reaching  home 
become  his  prisoners  and  join  him.  The  remaining  flowers  repeat  their  play, 
taking  a  different  name  each  time.  This  continues  until  all  of  the  flowers  have 
been  caught. 

Follow  the  Leader.    GG. 

Grade:   Upper  Primary,  Grammar. 
Number  of  players:  6  to  60. 

The  players  form  in  a  line.  The  leader  marches,  runs  or  performs  any  gym- 
nastic movements,  and  all  the  players  imitate  his  movements  exactly.  The  game 
ends  when  time  is  up. 

Haley  Over.     GG. 

Grade:   Grammar,  High. 

Number  of  players:  10  to  60. 

Apparatus:  Ball;  house,  out-of-doors,  or  curtain,  indoors. 

Two  parties  are  formed.  They  stand  on  opposite  sides  of  house.  A  player 
calls  "Anthony  Over,"  and  throws  the  ball  over  the  house.  One  of  the  opposite 
party  tries  to  catch  it.  If  he  succeeds,  he  darts  around  to  the  other  side  of  the 
house.  There  he  may  either  throw  the  ball  to  hit  one  of  the  players  or  keep 
the  ball  in  his  hand  and  tag  with  it.  If  he  succeeds  in  doing  either,  he  takes 
the  player  whom  he  has  hit  or  tagged  back  to  his  own  side,  and  gives  the  ball  to 
his  opponents  to  throw  again,  because  it  is  a  disadvantage  to  throw  the  ball  and 


(69) 


an  advantage  to  receive  it.  If  he  does  not  succeed,  he  stays  where  he  is,  with 
his  opponents,  and  the  ball  is  given  to  the  side  he  has  just  left.  If  no  one  catches 
the  ball  when  it  is  thrown  over  the  house^the  side  that  has  failed  to  catch  it  calls 
"Haley  Over,"  and  throws  it  back.  The  uncertainty  as  to  whether  a  ball  is  to 
be  caught  from  over  the  roof  or  whether  a  player  will  appear  to  tag  gives  point 
to  the  game.  The  side  wins  which  gains  all  the  players.  A  referee  for  each 
side  may  be  appointed  if  necessary. 

The  game  can  also  be  played  by  throwing  the  ball  over  a  curtain  stretched  in 
the  gymnasium  or  in  a  large  hall. 

High  Windows.    B. 

10  to  30  players. 
Playground;  gymnasium. 

All  of  the  players  but  one  join  hands  in  a  circle.  The  odd  player  in  the  center 
runs  around  on  the  inside  of  the  circle  and  hits  one  of  the  players  with  a  wisp 
of  grass,  if  the  game  be  played  out  of  doors,  or  tags  him  if  played  indoors.  Both 
players  then  run  out  of  the  circle,  it  being  the  object  of  the  player  who  was 
tagged  to  catch  the  odd  player  before  he  can  run  three  times  around  the  outside 
of  the  ring.  As  the  runner  complete  his  third  time  around,  the  players  in  the 
circle  cry  "High  Windows"  and  raise  their  clasped  hands  to  let  both  of  the 
players  inside.  Should  the  one  who  is  being  chased  succeed  in  entering  the  circle 
without  being  tagged,  he  joins  the  circle  and  the  chaser  takes  his  place  in  the 
center.  Should  the  chaser  tag  the  pursued  before  he  can  circle  the  ring  three 
times  and  dodge  inside  at  the  close,  the  chaser  returns  to  the  circle  and  the  one 
caught  goes  again  into  the  center. 

It  is  permissible  to  vary  the  chase  by  running  away  from  the  immediate  vicinity 
of  the  circle.  Should  the  chase  then  become  too  long,  the  circle  players  may 
call  "High  Windows"  as  a  signal  for  the  runners  to  come  in.  This  call  is  made  at 
the  discretion  of  the  leader,  whether  he  be  one  of  the  circle  players  appointed  for 
that  purpose,  or  a  teacher. 

Hill  Dill.     B. 
10  to  30  or  more  players. 
Playground;  gymnasium. 

Two  parallel  boundary  lines  are  drawn  from  30  to  50  feet  apart;  or  the  game 
is  often  played  between  the  curbings  of  a  street,  which  serves  as  boundaries.  One 
player  is  chosen  to  be  It  and  stands  in  the  center.  The  other  players  stand  in 
two  equal  parties  beyond  the  boundary  line,  one  party  on  each  side.  The  center 
player  calls  out  "Hill  Dill  Come  over  the  Hill."  The  other  players  then 
exchange  goals,  and  as  they  run  across  the  open  space  the  one  in  the  center  tries 
to  tag  them.  Any  who  are  tagged  assist  him  thereafter  in  tagging  others. 

Hip.     B. 

5  to  30  or  more  players. 
Playground. 

All  of  the  players  stand  in  an  informal  group.  One  of  them  is  provided  with  a 
stick  about  the  size  of  a  broomstick  and  about  two  feet  long.  He  throws  this  as 
far  as  he  can,  at  the  same  time  calling  the  name  of  one  of  the  other  players. 

(70) 


The  one  who  threw  the  stick,  and  all  the  others  except  the  one  whose  name  is 
called,  then  scatter  in  a  run.  The  one  who  is  called  must  pick  up  the  stick, 
whereupon  he .  becomes  "Hip"  and  must  chase  the  other  players.  Any  player 
whom  he  catches  he  touches  with  the  stick  (pounding  not  allowed)  and  that 
player  at  once  joins  him  in  trying  to  catch  the  others.  Any  one  caucht  by  the 
second  player,  however,  must  be  held -by  him  until  Hip  can  come  an:l  touch  the 
prisoner  with  the  stick,  whereupon  he  also  joins  Hip's  party.  As  the  number  of 
players  with  Hip  increases,  there  may  be  some  pretty  lively  "tussling"'  on  the 
part  of  the  players  who  are  caught,  pending  the  arrival  of  Hip  to  touch  them 
with  the  stick,  as  he  may  have  several  to  reach  in  this  way.  and  the  interval  may 
be  considerable  in  which  the  captor  must  hold  his  victim.  The  game  ends  when 
all  of  the  players  have  been  touched  by  Hip. 

Hound  and  Rabbit.     B. 

10  to  60  or  more  players. 
Playground;  gymnasium;  schoolroom. 

A  considerable  number  of  the  players  stand  in  groups  of  three,  with  their 
hands  on  each  other's  shoulders,  each  group  making  a  small  circle  which  repre- 
sents a  hollow  tree.  In  each  tree  is  stationed  a  player  who  takes  the  part  of 
rabbit.  There  should  be  one  more  rabbit  than  the  number  of  trees.  One  player 
is  also  chosen  for  hound. 

The  hound  chases  the  odd  rabbit,  who  may  take  refuge  in  any  tree,  always 
running  in  and  out  under  the  arms  of  the  players  forming  the  tree.  But  no  two 
rabbits  may  lodge  in  the  same  tree ;  so  as  soon  as  a  hunted  rabbit  enters  a  tree, 
the  rabbit  already  there  must  run  for  another  shelter.  Whenever  the  hound 
catches  a  rabbit,  they  change  places,  the  hound  becoming  rabbit  and  the  rabbit 
hound.  Or  the  hound  may  at  any  time  become  a  rabbit  by  finding  shelter  in  an 
empty  tree,  whereupon  the  odd  rabbit  who  is  left  without  shelter  must  take  the 
part  of  the  hound. 

Hunt,  The.     B. 

10  to  30  players. 
Playground ;   gymnasium. 

The  ground  is  marked  off  with  two  goals  at  opposite  ends  by  parallel  lines 
drawn  entirely  across  it.  The  space  between  the  lines  should  measure  from 
thirty  to  fifty  or  more  feet.  One  player  is  chosen  for  hunter,  who  stands  in  the 
center.  The  other  players  are  named  in  groups  from  various  animals ;  thus 
there  will  be  several  lions,  several  tigers,  etc.  These  groups  are  divided  so  that 
part  stand  in  one  goal  and  part  in  the  other,  the  number  of  players  being  equal 
in  each  goal  when  the  game  opens. 

The  hunter,  standing  in  the  center,  calls  the  name  of  any  animal  he  chooses, 
whereupon  all  of  the  players  bearing  that  name  must  change  goals.  The  hunter 
tries  to  catch  them  while  they  are  in  his  territory.  The  first  player  caught  must 
thereafter  help  the  hunter  in  catching  the  others.  The  second  player  caught 
changes  places  with  the  first,  the  first  one  then  being  placed  in  a  "cage"  at  one 
side  of  the  playground,  and  is  out  of  the  game.  The  game  ends  when  the  hunter 
has  caught  all  of  the  animals. 


Lame  Fox  and  Chickens.     GG. 

Grade:    Upper  Primary,   Grammar. 
Number  of  players:  16  to  60. 

A  den  is  marked  off  for  the  fox  at  one  end  of  the  room,  and  a  house  for  the 
chickens  at  the  other  end.  One  player  is  chosen  to  be  the  fox,  and  takes  his  place 
in  the  den.  The  other  players  are  the  chickens,  and  stand  in  the  house.  At  a 
given  signal  all  the  chickens  run  out ;  and  the  fox,  hopping  on  one  foot,  chases 
them  and  catches  as  many  as  he  can.  Those  that  are  caught  become  foxes,  and 
go  to  the  den.  A  second  signal  is  given :  the  chickens  return  to  the  house,  and 
the  original  fox,  who  has  up  to  this  time  been  chasing  them,  joins  the  other  foxes 
in  the  den.  At  the  next  signal  all  the  foxes  hop  out  to  chase  the  chickens,  and 
each  fox  catches  as  many  chickens  as  possible.  So  the  game  continues  until  all 
the  chickens  are  caught.  .While  a  fox  is  out  of  the  den,  he  may  change  from  one 
foot  to  the  other,  but  may  not  touch  both  feet  to  the  floor  at  the  same  time.  If 
he  does,  the  chickens  drive  him  back  to  the  den  with  their  handkerchiefs  and  he 
may  not  come  out  again  until  the  next  signal  for  a  general  sally.  Both  the 
chickens  and  the  foxes  may  return  to  their  homes  at  any  time  to  rest. 

Master  of  the  Ring.     GG. 
Grade:  Grammar,  High. 
Number  of  players:  2  to  60. 

The  players  stand  in  a  compact  group,  with  their  arms  folded  and  held  close 
to  their  bodies.  A  circle  is  drawn  round  the  group.  Then,  at  a  given  signal, 
each  player  tries  to  push  his  neighbor  out  of  the  circle.  If  any  player  unfolds 
his  arms,  or  falls  down,  or  gets  both  feet  outside  the  circle,  he  is  out  of  the  game. 
The  player  who  is  finally  left  alone  in  the  circle  is  Master. 

The  game  may  be  varied  by  having  the  players  hop  on  one  foot.  Then  touch- 
ing the  other  foot  to  the  ground  or  getting  the  one  foot  on  which  the  player 
stands  outside  the  circle  puts  the  player  out,  as  well  as  unfolding  the  arms  or 
falling  down. 

Whichever  way  the  game  is  played,  it  is  best  suited  to  boys. 

Midnight.     B. 
10  to  30  players. 
Playground  ',  gymnasium;  classroom. 

One  player  is  the  fox  and  the  others  sheep.  The  fox  may  catch  the  sheep  only 
at  midnight.  The  game  starts  with  the  fox  standing  in  a  den  marked  in  one 
corner  of  the  playground,  and  the  sheep  in  a  sheepfold  marked  in  the  diagonally 
opposite  corner.  The  fox  leaves  his  den  and  wanders  about  the  meadow  (play- 
ground) whereupon  the  sheep  also  come  forth  and  scatter  around,  approaching 
as  close  to  the  fox  as  they  dare.  They  keep  asking  him  "What  time  is  it?"  and 
he  answers  with  any  hour  he  chooses.  Should  he  say  "Three  o'clock"  or  "Eleven 
o'clock,"  etc.,  they  are  safe;  but  should  he  say  "Midnight"  they  must  run  for  the 
sheepfold  as  fast  as  possible,  the  fox  chasing  them.  Any  sheep  caught  changes 
places  with  the  fox,  and  the  game  is  repeated.  When  played  in  a  classroom  only 
a  few  children  should  be  selected  for  sheep. 


(72) 


Mount  Ball.    B. 

Playground;  gymnasium. 
Basket  ball;  handball. 

This  is  a  game  of  ball  played  by  half  of  the  players  while  mounted  on  the 
backs  of  the  other  players.  It  is  therefore  desirable  that  the  players  be  paired  off 
so  that  the  two  in  each  pair  should  be  of  nearly  equal  weight  and  size. 

The  players  form  a  circle  in  pairs.  To  do  this  they  line  up  two  abreast,  each 
with  his  selected  partner.  This  double  line  then  marches  in  circle,  halts,  and 
faces  inward.  This  will  form  two  concentric  circles.  There  should  be  consider- 
able space  between  couples;  in  other  words,  the  circle  should  be  rather  large 
in  comparison  with  the  number  of  players.  It  is  then  decided  by  a  toss  up  or 
otherwise  which  of  the  two  circles  shall  first  be  "ponies"  and  which  shall  be  riders. 
The  ponies  bend  forward  from  the  hips,  pressing  their  hands  against  the  knees, 
or  thighs  just  above  the  knees.  The  knees  should  be  stiff,  not  bent.  The  backs 
are  thus  bent  forward  and  the  riders  mount,  straddling  the  shoulders  of  the 
players  who  are  ponies. 

The  ball  is  put  in  play  by  being  tossed  from  any  player  to  another,  and  the 
game  consists  on  the  part  of  the  riders  in  trying  to  keep  the  ball  in  as  active 
play  as  possible  in  a  simple  game  of  toss  and  catch,  and  on  the  part  of  the  ponies 
in  trying  to  prevent  the  catching  of  the  ball.  To  do  this  the  ponies  must  grow 
restive  and  turn  around  in  any  way  they  see  fit,  but  must  not  lose  their  general 
places  in  the  circle. 

When  a  rider  fails  to  catch  a  ball,  all  of  the  riders  must  at  once  dismount  and 
run  in  any  direction ;  the  pony  belonging  to  the  rider  who  missed  the  ball  picks 
up  the  ball  immediately,  and  as  soon  as  he  has  it  calls  "Halt."  All  of  the  riders 
must  then  stand  still,  and  the  player  who  holds  the  ball  tries  to  hit  his  recent 
rider.  The  rider  aimed  at  may  try  to  evade  the  ball  by  stooping  or  jumping,  but 
must  not  otherwise  leave  his  place  on  the  floor.  During  this  part  of  the  play  the 
other  ponies  remain  in  their  places  in  the  circle,  so  that  the  one  who  is  throwing 
the  ball  will  not  confuse  them  with  the  riders.  If  the  player  (pony)  who  throws 
the  ball  at  his  dismounted  rider  succeeds  in  hitting  him,  all  of  the  ponies  and 
riders  exchange  places,  the  riders  becoming  ponies  and  the  former  ponies  mount- 
ing them.  If  the  player  aiming  the  ball  at  his  dismounted  rider  does  not  suc- 
ceed in  hitting  him,  the  riders  remount  and  the  game  goes  on  as  before. 

It  is  not  permissible  for  a  rider  to  hold  a  ball  at  any  time,  no  matter  how  dif- 
ficult his  position  at  the  moment  may  be;  he  must  toss  it  at  once.  It  is  well  to 
have  a  leader,  whether  one  of  the  players  or  not,  who  watches  for  mistakes,  gives 
the  commands  to  mount  and  dismount,  and  announces  misses  and  hits. 

Oyster  Shell.     B. 
w  to  100  players. 
Playground;  gymnasium. 

Two  parallel  lines  are  drawn  across  the  center  of  the  playground,  with  a  space 
of  ten  feet  between  them,  which  is  neutral  territory.  At  a  considerable  distance 
beyond  each  line,  and  parallel  to  it,  a  second  line  is  drawn,  the  space  beyond  being 
a  refuge  for  any  players  of  the  party  belonging  to  that  side.  This  second  line 
should  preferably  be  at  a  considerable  distance  from  the  starting  line,  so  as  to 
give  plenty  of  opportunity  for  a  good  chase  during  the  game. 

The  players  are  divided  into  two  equal  parties,  which  take  place  one  on  either 
side  of  the  neutral  territory.  Each  party  chooses  a  color,  light  or  dark,  cor- 

(73) 


responding  to  the  light  or  dark  side  of  an  oyster  shell  or  some  other  small  object 
which  is  used  in  the  game. 

A  neutral  odd  player  who  acts  as  leader  takes  his  place  in  the  center  of  the 
neutral  territory  and  tosses  the  oyster  shell  into  the  air.  If  there  be  no  such 
leader  available,  the  parties  may  choose  captains  to  toss  the  shell  alternately. 
The  shell  is  allowed  to  fall  on  the  ground.  If  the  light  side  falls  upward,  the 
light  party  must  turn  and  run  for  the  goal  at  the  opposite  end  of  the  ground,  the 
other  party  chasing  them.  Any  one  captured  (tagged)  must  carry  his  captor 
back  to  his  home  goal  on  his  back.  A  party  scores  one  point  for  each  prisoner 
caught.  These  may  be  easily  counted,  as  the  prisoners  carry  their  victors  home 
pick-a-back.  The  party  first  scoring  fifty  or  one  hundred  points  (according  to 
the  number  of  players)  wins  the  game;  or  the  winners  may  be  determined  by 
the  largest  score  when  the  game  ends. 

Pebble  Chase.     B. 
5  to  30  or  more  players. 
Gymnasium;  playground;  out-of-doors. 

One  player,  who  is  the  leader,  holds  a  small  pebble  between  the  palms  of  his 
hands,  while  the  others  stand  grouped  around  him,  each  with  his  hands  extended, 
palm  to  palm.  The  leader  ^puts  his  hands  between  the  palms  of  each  player, 
ostensibly  to  drop  therein  the  pebble  which  he  holds  as  in  the  game  called 
''Button,  button."  The  player  who  receives  the  pebble  is  chased  by  the  others, 
and  may  only  be  saved  by  returning  to  the  leader  and  giving  the  pebble  to  him. 
This  chase  may  begin  as  soon  as  the  players  suspect  who  has  the  pebble.  Each 
player  should  therefore  watch  intently  the  hands  and  faces  of  the  others  to  detect 
who  gets  it,  and  immediately  that  he  suspects  one,  start  to  chase  him.  It  is 
therefore  to  the  interest  of  the  player  who  gets  the  pebble  to  conceal  that  fact 
until  the  attention  of  the  group  is  distracted  from  him,  when  he  may  slip  away 
and  get  a  good  start  before  he  is  detected.  He  may  do  this  whenever  he  sees  fit, 
but  may  not  delay  after  the  leader  has  passed  the  last  pair  of  hands.  The  leader 
will  help  to  conceal  the  fact  of  who  has  the  pebble  by  passing  his  hands  between 
those  of  the  entire  group,  even  though  he  should  have  dropped  the  pebble  into  the 
hands  of  one  of  the  first  players. 

If  the  pebble  holder  gets  back  to  the  leader  and  gives  him  the  pebble  before 
being  tagged,  he  continues  with  the  group.  If  the  pebble  holder  is  caught  before 
he-  can  get  back  to  the  leader,  he  must  pay  a  forfeit  or  change  places  with  the 
leader,  whichever  method  is  decided  on  before  the  game  opens. 

In  a  crowded  playground  it  is  well  to  require  that  the  chasers  follow  over 
exactly  the  same  route  as  the  pebble  man.  Under  such  conditions,  the  game  is 
more  successful  if  it  is  limited  to  ten  players  to  a  group. 

Pig  in  a  Hole.     B. 
10  to  60  players. 

Playground;  seashore;  gymnasium. 
Basket  ball. 

Each  player  should  be  provided  with  a  stick  about  three  feet  long.  This  may 
be  made  by  whittling  branches,  or  a  gymnasium  wand  or  piece  of  broomstick  may 
be  used.  A  hole  is  dug  in  the  ground  measuring  twelve  or  fifteen  inches  in 
diameter.  All  of  the  players  but  one  stand  in  a  circle  around  this,  with  several 
feet  between  each  two  players  so  that  they  may  move  freely.  Each  player  digs 

(74) 


a  small  hole  in  the  ground  in  front  of  his  place  in  the  circle, -the  hole  to  measure 
about  four  inches  in  diameter.  The  game  is  played  with  a  basket  ball,  although 
a  smaller  ball  may  be  used,  in  which  case  the  center  hole  need  not  be  quite  so 
large,  though  it  should  be  somewhat  larger  than  the  ball  used. 

The  game  consists  in  the  odd  player  trying  (1)  to  get  the  ball  (the  "Pig")  into 
the  center  hole  with  his  stick,  which  all  of  the  other  players  will  try  to  prevent ; 
and  (2)  the  odd  player  trying  to  be  released  from  his  position  by  placing  the 
end  of  his  stick  in  one  of  the  small  holes  belonging  to  one  of  the  circle  players, 
which  he  can  only  do  when  the  player  in  question  has  his  own  stick  out  of  it. 

The  game  starts  by  all  the  players  putting  their  sticks  in  the  center  hole 
under  the  ball.  They  count,  "One,  two,  three"  and  on  the  last  word  all  lift  the 
ball  with  the  sticks  and  then  rush  for  the  small  holes,  each  player  placing  the  end 
of  his  stick  in  a  hole.  As  there  is  one  less  hole  thten  the  number  of  players,  one 
odd  player  will  be  left  out.  It  thereupon  becomes  his  duty  to  drive  the  pig  into 
the  hole  from  whatever  point  it  may  have  landed  through  1»he  combined  effort  and 
toss  with  which  the  game  opened.  The  circle  players  try  to  prevent  the  pig  get- 
ting into  the  hole  by  blocking  its  passage  with  their  sticks.  They  may  not  kick 
it  or  play  upon  it  in  any  other  way.  The  odd  player  will  try  to  ward  off  the 
interference  of  the  sticks  by  clearing  away  in  front  of  the  ball  with  his  own. 
The  other  players  may  leave  their  places  at  any  time  to  block  the  passage  of  the 
ball ;  but  this  is  a  dangerous  thing  to  do,  for  the  odd  player  may  at  any  moment 
leave  his  work  with  the  ball  and  place  his  stick  in  one  of  the  vacant  holes.  It 
therefore  behooves  the  circle  players  to  leave  their  holes  unguarded  only  when 
there  is  imminent  danger  of  the  ball  entering  the  center  hole  from  that  side  of 
the  ring,  or  when  a  good  opportunity  comes  for  aggressive  play  to  drive  the  ball 
out  of  the  ring,  which  should  also  be  one  of  their  objects. 

It  is  not  necessary  for  a  player  to  return  to  his  own  hole  after  having  removed 
his  stick  from  it.  Any  hole  may  be  taken  by  any  player,  and  much  of  the  interest 
of  the  game  lies  in  the  freedom  with  which  players  will  move  about  and  take 
chances  in  this  way. 

If  the  driver  succeeds  in  getting  his  pig  in  the  center  hole,  he  is  considered  to 
have  won,  and  the  game  begins  again.  Should  the  driver  succee'd  in  placing  his 
stick  in  an  unoccupied  hole  in  the  circle,  the  odd  player  thus  left  out  must  become 
driver. 

FOR  THE  GYMNASIUM. — This  game  may  be  adapted  to  the  gymnasium  by 
drawing  chalk  circles  in  place  of  those  that  would  be  dug  in  the  ground  out  of 
doors.  The  same  rules  apply  for  the  game,  which  may  be  played  with  either  a 
basket  ball  or  a  bean  bag. 

Poison  Snake.     B. 

10  to  30  players. 
Gymnasium ;  playground. 

The  players  join  hands  to  form  a  circle.  About  fifteen  Indian  clubs  or  tenpins 
are  placed  in  the  center  of  the  circle,  with  spaces  between  them  in  which  a  player 
might  step.  The  players  then  try,  by  pushing  or  pulling  their  comrades  by  means 
of  the  clasped  hands,  to  make  them  knock  over  the  clubs.  Any  player  who  over- 
turns a  club  or  who  unclasps  hands  must  at  once  leave  the  circle,  the  club  being 
replaced.  The  first  players  so  leaving  start  a  "scrub"  circle ;  players  disqualified 
in  the  scrub  circle  start  another  in  their  turn,  etc.  The  player  wins  who  is  left 
in  the  original  circle.  Where  several  circles  have  been  formed,  the  several  win- 
ners may  form  a  circle  at  the  close  and  play  to  determine  the  final  winner. 

(75) 


Pom  Pom  Pullaway.     B. 
5  to  30  or  more  players. 
Out-of-doors. 

This  game  is  often  played  between  the  curbings  of  a  city  street,  but  is  suitable 
for  any  open  play  space  which  admits  of  two  lines  drawn  across  it  with  a  space 
of  from  thirty  to  fifty  feet  between  them.  All  players  stand  on  one  side  behind 
one  of  the  dividing  lines,  except  one  player  who  is  It  and  who  stands  in  the 
center  of  the  open  ground.  He  calls  any  player  by  name  and  adds  a  formula,  as 

below : 

f 

"John  Jjmith,  Pom  Pom  Pullaway, 
Come  away,  or  I'll  fetch  you  away." 

Whereupon  the  player  named  must  run  across  the  open  space  to.  the  safety  line 
on  the  opposite  side,  the  one  who  is  It  trying  meanwhile  to  catch  him  before  he 
reaches  that  line.  If  he  gets  over  safely,  he  remains  there  until  all  of  his  com- 
rades have  joined  him  or  have  been  caught.  Any  one  caught  by  the  one  who  is 
It  joins  the  latter  in  helping  to  catch  other  players  as  they  dash  across  the  open 
space,  but  the  one  originally  It  remains  the  caller  throughout  the  game.  After  all 
of  the  uncaught  players  have  crossed  the  side  they  try  in  the  same  way  to  return 
to  their  first  goal.  The  first  one  to  be  caught  is  It  for  the  next  game. 


Prisoner's  Base.     GG. 
Grade:  Grammar,  High. 
Number  of  players:  10  to  60. 

A  goal,  with  a  small  prison  adjoining  its  right-hand  corner,  is  marked  off  at 
each  end  of  the^  gymnasium.  The  space  between  the  goals  is  neutral  territory. 
The  players  choose  sides,  and  each  side  takes  possession  of  a  goal.  Then  a  player 
from  one  side  starts  out  and  tries  to  enter  his  opponents'  goal  without  being 
tagged.  Immediately  his  opponents  send  out  a  player  to  pursue  him.  Another 
player  sallies  out  to  protect  the  first  player,  and  so  on.  If  at  any  time  a  player 
succeeds  in  entering  his  opponents'  goal  untagged,  the  game  is  won  for  his  side. 
Each  man  may  tag  only  those  players  who  left  their  goal  before  he  left  his.  All 
the  players  may  be  in  the  neutral  ground  at  the  same  time,  though  it  is  best  not 
to  leave  the  goal  entirely  unprotected.  A  player  is  at  liberty  to  return  to  his 
home  goal  whenever  he  chooses. 

A  player  who  has  been  tagged  must  go  to  his  opponents'  prison  and  stay  there 
until  he  is  rescued  by  some  one  from  his  own  side.  The  rescuer  must  succeed  in 
touching  the  prisoner  without  being  tagged  himself.  If  he  does,  both  may  return 
to  their  goal  in  safety;  but,  if  he  is  tagged  before  he  touches  the  prisoner,  he 
becomes  a  prisoner  himself.  A  prisoner  may  aid  in  his  own  rescue  by  reaching 
out  from  his  goal  as  far  as  possible,  providing  that  he  keeps  one  foot  within 
bounds.  If  there  are  several  prisoners,  they  may  join  hands  and  stretch  out  over 
the  neutral  ground.  The  last  player  in  the  chain,  however,  must  be  in  the  prison, 
and  not  more  than  one  prisoner  may  be  redeemed  at  a  time. 


(76) 


Prison  Goal.     GG. 

Grade:   Grammar,  High. 
Number  of  players:  10  to  60. 
Apparatus:  Two  objects  for  goal. 

A  jumping  standard  or  some  larger  object  is  placed  as  a  goal  at  one  end  of  the 
room,  somewhat  distant  from  the  wall;  and  a  similar  object  is  similarly  placed  at 
the  opposite  end  of  the  room.  A  prison  is  marked  off  at  one  side,  halfway 
between  the  goals.  Two  captains  are  appointed  and  the  sides  are  chosen.  The 
captains  each  divide  their  men  into  runners  and  guards.  The  runners  attempt 
to  circle  round  the  opponents'  goal  and  return  to  the  home  goal  without  being 
tagged  by  any  of  the  guards  of  the  opposite  side.  Each  successful  run  scores 
one  for  the  side  of  the  player  who  makes  it.  A  runner,  however,  may  be  tagged 
at  any  time  when  he  is  not  touching  his  own  goal,  and  if  he  is  tagged  he  must 
go  to  prison  and  remain  there  until  a  runner  of  his  own  side  tags  him,  and  so 
frees  him.  He  and  his  rescuer  must  touch  their  own  goal  before  playing  again, 
but  can  not  be  tagged  on  their  way  to  it  from  the  prison.  The  side  having  the 
larger  score  wins. 

Puss  in  the  Corner.     GG. 

Grade:  All. 

Number  of  players:  10  to  30. 

Apparatus:  Goals,  one  less  than  the  number  of  players. 

One  player  is  chosen  to  be  puss ;  the  other  players  stand  at  the  goals.  The 
puss  walks  from  one  to  the  other,  saying,  "Puss  wants  a  corner."  The  reply  is 
always,  "Go  to  my  next  neighbor."  Meanwhile,  the  other  players  change  places 
whenever  they  see  an  opportunity.  The  puss  tries  to  secure  one  of  the  vacant 
goals.  If  he  succeeds,  the  person  left  without  a  goal  becomes  the  puss. 

Roley  Poley  (Hat  Ball).    B. 

5  to  20  players. 
Playground;  gymnasium. 
Hand  ball;  bean  bag. 

A  row  of  holes  three  or  four  inches  in  diameter  is  made  in  the  ground,  with 
about  one  foot  space  between.  There  should  be  one  hole  less  than  the  number  of 
players.  Boys'  caps  may  be  placed  in  a  similar  row  instead  of  digging  holes. 
Parallel  with  the  row  of  holes,  and  about  twenty  feet  away  from  it,  a  base  line 
is  drawn.  A  pile  of  pebbles  (called  "babies")  should  be  collected  before  the 
game  begins. 

The  game  consists  primarily  of  rolling  a  ball  into  one  of  the  holes  or  caps,  fol- 
lowed by  ball  tag,  and  a  scoring  with  the  pebbles.  The  players  stand  each  a  little 
distance  behind  a  hole  except  one,  who  is  chosen  to  be  the  first  roller.  He  rolls 
the  ball  from  the  base  line  into  one  of  the  holes  or  caps.  Immediately  he  and 
all  of  the  players  except  the  one  into  whose  hole  the  ball  has  fallen,  run,  scat- 
tering in  any  direction.  The  one  to  whose  lot  the  ball  has  fallen  lifts  the  ball  as 
quickly  as  possible,  calling  "Stand"  as  soon  as  he  has  it  in  his  hand.  The  run- 
ning players  must  halt  when  they  hear  this  order,  and  the  one  who  holds  the 
ball  tries  to  hit  one  of  them  with  it  from  where  he  stands.  If  he  succeeds  in 

(77) 


doing  so,  one  of  the  pebbles  is  put  in  the  cap  of  the  player  who  is  hit.  Should 
he  miss  hitting  any  one,  a  pebble  is  put  in  his  own  cap.  Should  the  player  who 
tries  to  roll  the  ball  into  one  of  the  holes  or  caps  miss  getting  it  in,  a  pebble  is 
put  into  his  own  cap,  and  he  makes  other  trials  until  he  succeeds.  When  a 
player  is  hit  by  the  ball,  he  becomes  roller,  and  all  of  the  others  return  to  tfteir 
places.  The  game  continues  until  one  player  gets  six  (or  ten)  stones  ("babies") 
in  his  hole  or  cap.  When  this  happens  he  must  be  "court-martialed,"  that  is, 
stand  with  his  face  against  a  wall  or  fence  and  let  each  player  take  three  shots 
at  him  with  the  rubber  ball,  the  first  time  with  the  thrower's  eyes  closed  and  then 
with  them  open.  The  distance  of  the  throwers  from  the  fence  is  determined  by 
the  victim's  throwing  the  ball  at  the  fence  three  times  so  it  will  rebound;  the 
farthest  point  to  which  the  ball  rebounds  becomes  the  throwing  line  for  the  court- 
martialing.  If  no  fence  or  wall  be  available,  the  throwing  is  done  from  an  agreed 
distance  at  the  back  of  the  victim. 

This  game  may  be  played  by  drawing  a  series  of  circles  on  the  ground  or  floor 
in  place  of  the  holes  or  cap,  and  sliding  a  bean  bag  into  them.  This  form  is 
serviceable  for  a  gymnasium. 


Run,  Sheep,  Run.    B. 

10  to  30  players. 
Out-of-doors. 

Two  captains  are  chosen,  who  in  turn  alternately  choos'e  players  until  all  the 
players  are  divided  into  two  parties.  One  party  becomes  a  searching  party 
(chosen  by  lot,  "holders"  or  counting  out  between  the  captains)  and  remains  at 
the  goal,  while  the  other  party  goes  out  with  its  captain,  who  directs  the  various 
individuals  where  to  hide,  after  agreeing  with  his  party  on  a  series  of  signals  to 
be  used,  as  described  below.  When  all  are  hidden,  this  captain  goes  back  to  the 
searchers,  who  at  once  start  out  on  the  hunt  under  the  direction  of  their  cap- 
tain, who  may  divide  or  dispose  of  his  party  as  he  sees  fit.  The  captain  of  the 
hiding  party  remains  with  the  searchers,  calling  out  signals  to  his  hidden  men 
which  shall  enable  them  to  approach  nearer  to  the  goal  by  dodging  from  one  hid- 
ing place  to  another,  always  trying  to  keep  out  of  sight  of  the  searchers.  Neither 
party,  however,  may  run  for  the  goal  until  its  own  captain  shouts  "Run,  sheep, 
run."  The  captain  of  the  hiding  party  is  generally  the  first  one  to  give  this  signal, 
and  he  does  so  whenever  he  thinks  his  men  are  well  placed  to  make  the  goal. 
The  captain  of  the  searchers  naturally  gives  the  signal  to  his  players  as  soon  as  he 
hears  his  competitor  calling  it,  as  the  game  is  won  by  the  party  of  which  one 
player  first  reaches  the  goal. 

Should  any  member  of  the  searching  party  catch  sight  of  an  opposing  player 
before  all  run  for  the  goal,  he  tells  his  captain  who  at  once  shouts,  "Run,  sheep, 
run." 

Any  signal  may  be  agreed  on  between  the  captain  of  the  hiding  party  and  his 
men ;  the  following  are  examples : 

"Red"  meaning  "Danger." 

"Green"  meaning  "Go  around  the  house  to  the  left." 

"Blue"  meaning  "Go  around  the  house  to  the  right." 

"Purple"  meaning  "Stand  still." 

"Yellow"  meaning  "Keep  on  going  in  the  same  direction  and  get  nearer  the 
goal." 


(78) 


Slap  Jack  (Mr.).    GG. 
Grade:  All. 
Number  of  players:   10  to  30. 

One  player  is  chosen  to  be  "It,"  and  the  other  players  form  a  circle.  The  one 
who  is  "It"  runs  outside  the  circle,  taps  some  one  on  the  back,  and  continues  to 
run  in  the  same  direction  as  before.  The  one  who  has  been  touched  immediately 
runs  in  the  opposite  direction.  When  the  two  meet,  they  make  each  other  a  deep 
curtsey,  and  then,  passing  each  other,  try  to  gain  the  vacant  place  in  the  circle. 
The  one  who  reaches  the  place  first  remains  there,  and  the  other  is  "It."  In 
making  the  curtsey,  the  heels  must  be  brought  together  again  before  the  player 
can  go  on  running.  Other  movements  may  be  taken  instead  of  the  curtsey, 
especially  gymnastic  movements.  The  players  may  also  shake  hands  three  times, 
clapping  hands  each  time  between,  or  they  may  do  anything  else  that  the 
ingenuity  of  the  teacher  may  suggest. 

.With  very  little  children  it  is  advisable  to  have  the  game  as  simple  as  possible, 
omitting  the  bow,  and  having  them  merely  pass  each  other  to  the  right. 

Squirrel  in  Trees.     B. 

10  to   100  players. 

Schoolroom;  playground;  gymnasium. 

This  game  is  very  like  Hound  and  Rabbit,  but  is  a  little  less  exciting,  and  under 
some  circumstances  better  adapted  to  very  young  children. 

Most  of  the  players  stand  in  groups  of  three,  with  hands  on  each  other's 
shoulders,  forming  hollow  trees.  In  each  tree  is  a  player  representing  a  squirrel, 
and  there  is  also  one  odd  squirrel  without  a  tree.  The  teacher  or  leader  claps 
her  hands,  when  all  of  the  players  must  run  for  other  trees,  and  the  odd  squirrel 
tries  to  secure  a  tree,  the  one  who  is  left  out  being  the  odd  squirrel  next  time. 

Stealing  Sticks.     GG. 
Grade:   Grammar,  High. 
Number  of  players:  10  to  60. 
Apparatus:   12  sticks,  handkerchiefs  for  half  the  number  of  players.' 

A  line  is  drawn  across  the  middle  of  the  floor,  a  goal  is  marked  at  each  end  of 
the  room,  and  six  sticks  are  placed  in  each  goal.  Two  captains  are  appointed 
and  sides  are  chosen.  Each  player  of  one  side  ties  a  handkerchief  on  his  left 
arm.  Then  the  two  sides  form  in  two  rows  facing  each  other,  one  on  each  side 
of  the  line.  The  captains  may,  if  they  wish,  appoint  some  of  their  men  as  run- 
ners and  some  as  guards  for  the  goal.  These  guards  must  stand  at  least  twelve 
feet  from  the  goal,  but,  if  an  opponent  passes  them  on  his  way  to  their  goal, 
they  may,  of  course,  chase  him.  The  object  of  the  game  is  to  carry  away 
all  the  sticks  from  the  goal  of  the  opposing  side.  A  player  may  be  caught 
as  soon  as  he  has  both  feet  in  the  enemy's  territory.  If  he  reaches  the  goal  with- 
out being  caught,  he  may  take  away  one  stick,  with  which  he  may  go  back  to  his 
own  side  in  safety.  But  if  he  is  caught  he  must  stand  in  the  goal  as  prisoner 
until  rescued  by  some  one  of  his  own  side.  While  he  is  prisoner,  he  may  reach 
out  towards  the  one  who  is  coming  to  release  him,  but  must  keep  both  feet 
within  the  goal.  After  he  has  been  rescued,  he  and  his  rescuer  may  return  to 
their  own  side  in  safety.  So  long  as  any  member  of  one  side  is  a  prisoner,  that 

(79) 


side  may  not  take  any  sticks  from  its  opponents'  goal.  The  prisoners  must  be 
rescued  first.  The  game  is  won  by  the  side  which  first  carries  away  all  of  its 
opponents'  sticks. 


Stone.    GG. 
Grade:   Grammar. 
Number  of  players:  10  to  60. 

Two  goals  are  marked  off,  one  at  each  end  of  the  room  ;  and  a  large  circle  is 
drawn  halfway  between  them.  One  of  the  players  represents  the  stone,  and  sits 
on  the  floor  in  the  center  of  the  circle.  The  other  players  dance  round  on  the 
chalk  ring  until  the  stone  jumps  up.  The  players  then  run  toward  either  goal, 
while  the  stone  tries  to  tag  as  many  as  possible  before  they  reach  the  goals.  All 
who  have  been  tagged  become  stones,  and  go  back  and  sit  with  the  first  stone  near 
the  center  of  the  circle.  The  players  again  dance  round  until  the  first  stone  gives 
a  signal.  Then  all  the  stones  jump  up.  The  other  players  run  for  the  goals,  and 
the  stones  chase  them  and  tag  as  many  as  they  can.  The  game  continues  with 
an  increasing  number  of  stones  each  time  the  ring  is  formed,  until  at  length  no 
one  is  left  in  the  ring.  If  it  is  wished  to  make  the  game  more  difficult,  the  players 
within  the  circle,  instead  of  sitting  down,  may  lie  at  full  length. 


Tag.    B. 

4  to  60  players. 
Indoors;  out-of-doors. 

Tag  in  its  simplest  form  may  be  started  by  any  one  of  a  group  of  players,  sud- 
denly turning  to  another,  touching  (tagging)  him  and  saying  "You're  Ijt,"  when 
all  must  flee  from  the  one  who  is  It. 

The  player  who  is  It  may  chase  and  tag  any  other  player  whom  he  chooses, 
but  will  aid  his  own  ends  by  suddenly  turning  his  attention  from  one  player  to 
another,  or  by  doubling  back  on  his  course,  or  resorting  to  any  of  the  other  feints 
that  give  an  unexpected  turn  to  a  game  of  chase. 

The  players  who  are  being  chased  will  add  to  the  zest  of  the  game  by  venturing 
as  close  as  possible  to  the  one  who  is  It,  calling  to  him  and  taunting  him  with 
their  proximity,  and  suddenly  dodging  away.  When  a  player  is  hard  pressed  or 
breathless,  or  does  not  wish  to  play,  he  may  become  immune  from  tagging  by 
crossing  any  one  finger  over  its  neighbor  on  either  hand,  as  the  forefinger  over 
the  middle  finger.  It  is  considered  "babyish,"  however,  to  resort  to  this  unless 
there  is  some  very  good  reason.  A  player  who  has  had  a  good  fair  chase  ought 
to  be  willing  to  be  It  if  caught. 

Any  player  whom  the  chaser  tags  immediately  becomes  It,  but  the  chaser,  in 
touching  him,  must  say  "You're  It."  At  his  own  discretion  he  may  add  "No  fair," 
which  means  that  the  one  who  has  just  become  It  may  not  turn  at  once  and  tag 
"him.  A  venturesome  player,  however,  will  omit  this,  especially  if  he  should  tag 
another  player  from  behind,  and  trust  to  his  own  powers  of  dodging  for  getting 
away  safely.  Where  there  are  a  large  number  of  players,  two  or  more  may  be 
chosen  to  be  It. 


(80) 


Three  Deep.     GG. 

Grade:   Grammar,  High. 
Number  of  players:  20  to  60. 

One  player  is  chosen  to  be  "It"  and  a  second  player  to  run.  The  other  players 
arrange  themselves  in  two  circles,  one  within  the  other,  with  the  players  not  less 
than  six  feet  apart,  and  with  each  one  in  the  outer  circle  exactly  behind  one  in 
the  inner  circle.  The  player  who  has  been  chosen  as  runner  then  runs,  and  is 
pursued  by  the  one  who  is  "It."  The  runner  may  place  himself  in  front  of  any 
two  players,  thus  making  a  file  of  three.  He  is  then  safe ;  but  the  outer  one  of 
the  three  may  be  tagged,  and  to  save  himself  must  run  to  a  place  in  front  of 
another  file.  If  a  player  is  tagged,  he  becomes  "It."  The  one  who  tagged  him 
becomes  runner. 

The  game  may  be  made  more  interesting  by  having  two  or  more  couples  run- 
ning at  the  same  time.  It  may  also  be  varied  by  having  the  two  circles  face  each 
other,  leaving  a  space  between  for  the  running.  When  this  is  done,  the  runner 
places  himself  between  two  players,  and  the  one  toward  whom  he  turns  his  back 
is  the  one  who  may  be  tagged. 

Tommy  Tiddler's  Ground.     B. 

5  to  30  players,  or  more. 

Playground;  gymnasium. 

The  ground  is  divided  by  a  line  into  two  equal  parts.  One  of  these  belongs  to 
Tommy  Tiddler,  who  stands  on  his  side  of  the  line  and  may  not  cross  it.  All  of 
the  other  players  are  on  the  other  side  of  the  line,  and  venture  across  the  line 
into  Tommy  Tiddler's  ground,  taunting  him  with  the  remark : 

"I'm  on  Tommy  Tiddler's  ground, 
Picking  up  gold  and  silver." 

Tommy  may  tag  any  one  on  his  ground,  and  any  one  so  tagged  changes  places 
with  him.  The  players  will  learn  to  add  to  the  interest  of  the  game  by  venturing 
as  near  Tommy  Tiddler  as  possible  and  being  very  tantilizing  in  inducing  him 
to  run  after  them.  Tommy  Tiddler,  on  his  part,  will  find  opportunity  for  consid- 
erable finesse,  such  as  in  appearing  to  give  his  attention  entirely  to  one  player, 
then  suddenly  turning  and  dashing  for  another. 

Whip  Tag   (Beetle  Goes  Round).    GG. 

Grade:  All. 

Number  of  players:  10  to  30. 

Apparatus:  Handkerchief  with  a  hard  knot  tied  in  one  corner. 

All  the  players  but  one  stand  in  a  circle,  looking  straight  to  the  front  and  hold- 
ing their  hands  open  behind  them.  The  one  player  who  has  been  left  out,  the 
beetle,  carries  the  knotted  handkerchief  round  the  outside  of  the  circle,  and  puts 
it  in  the  hands  of  any  one  of  the  players.  Whoever  receives  it  becomes  beetle, 
and  strikes  his  right-hand  neighbor  with  it.  This  neighbor,  to  escape,  immediately 
runs  round  the  circle  back  to  his  own  place,  while  the  beetle  pursues,  striking  at 
him  whenever  he  is  near  enough.  Meanwhile,  the  player  who  first  had  the 
handkerchief  has  stepped  into  the  place  left  vacant  by  the  one  to  whom  he  gave 
it.  This  leaves  the  beetle  alone  outside  the  circle,  as  was  the  player  at  the  begin- 
ning of  the  game.  The  beetle,  accordingly,  does  as  that  player  did,  and  gives  the 
handkerchief  to  some  one  in  the  circle.  Then  the  game  goes  on  as  before. 

6-241  (  81  ) 


Wolf.    GG. 
Grade:  All. 

Number  of  players:  6  to  30. 
Apparatus:  Some  la^ge  object,  such  as  a  boulder  or  tree,  to  be  used  as  goal. 

One  player  is  chosen  to  be  the  wolf,  and  hides,  while  the  other  players  stand 
near  the  goal  and  blind  their  eyes.  They  allow  the  wolf  about  a  minute,  and  then 
call  out:  "Coming.  Say  nothing."  If  the  wolf  is  not  ready,  he  cries  "No"  and 
has  more  time  allowed  him.  When  it  has  expired,  the  players  begin  to  search  for 
him.  Whoever  finds  him  calls  out  "Wolf"  whereupon  the  wolf  springs  from  his 
hiding-place,  and  the  other  players  run  for  the  goal.  The  wolf  pursues  them, 
and  tags  as  many  as  possible.  Those  whom  he  tags  become  wolves,  and  hide  with 
him  the  next  time,  either  in  the  same  den  or  in  different  dens.  The  game  con- 
tinues until  all  are  wolves.  The  wolf  need  not  wait  to  be  found,  but  may  leap  out 
of  his  hiding  place  whenever  he  sees  a  chance  to  tag  some  one.  He  may  also  try 
to  reach  the  goal  before  the  others,  and  tag  them  as  they  come  in.  If  he  does 
hold  the  goal  in  this  way,  one  of  the  other  players  should  tempt  him  off  on  a  long 
chase,  sacrificing  himself,  if  necessary,  in  order  to  let  the  rest  of  the  players  get 
"home"  in  safety.  Otherwise  the  game  might  be  blocked  indefinitely.  Any 
player  who  wishes  to  do  so  may  remain  at  the  goal  instead  of  searching  for  the 
wolf,  and  any  wolf  who  has  not  been  detected  may  remain  in  his  hiding-place 
until  he  sees  a  good  opportunity  to  spring  out. 

Yards  Off  or  Relievo.     B. 
3  to  30  or  more  players. 
Out-of-doors. 

Two  players  are  chosen,  one  to  be  It  and  one  for  stick  thrower.  All  the 
players  stand  grouped  around  a  goal,  and  the  stick  thrower  throws  a  stick  as  far 
away  from  the  goal  as  he  can.  As  soon  as  the  stick  touches  the  ground,  all  of 
the  players,  including  the  thrower,  but  not  the  one  who  is  It,  scatter  and  hide. 
The  one  who  is  It  must  walk  to  the  stick  (never  run),  take  it  up,  bring  it  back 
and  stand  it  up,  resting  against  the  goal.  He  then  starts  to  hunt  for  the  hidden 
players.  He  must  run  back  and  touch  the  goal  for  any  player  whom  he  dis- 
covers, saying,  "One,  two,  three,  for ',"  naming  the  player.  Any  one  caught 

in  this  way  becomes  a  prisoner  at  the  goal.  Any  player  who  has  not  been 
detected  by  the  spy  may  run  in  to  the  goal  at  any  time  and  throw  the  stick  away, 
whereby  all  of  the  prisoners,  i.  e.,  those  who  have  been  spied  and  previously 
caught,  become  free  and  hide  again.  Whenever  this  freeing  of  prisoners  hap- 
pens, the  spy  must  return  to  the  goal,  walk  to  the  stick,  pick  it  up,  walk  back  with 
it  to  the  goal  again,  and  go  on  with  the  play  as  before.  This  continues  until  the 
spy  has  touched  the  goal  for  all  of  the  players,  though  they  need  not  all  be  pris- 
oners at  once.  Any  player  spied  who  reaches  the  goal  before  the  spy,  is  there- 
after free ;  i.  e.,  out  of  the  game.  The  last  one  caught  becomes  spy  for  the  next 
game. 


(82) 


D.  POSTURE  INSTRUCTION  AND  GYMNASTIC  DRILLS. 

1.     MANAGEMENT  AND  LEADERSHIP:     INSTRUCTION 
TO   TEACHERS. 

Place.  Drills  should  be  conducted  out  of  doors  whenever  conditions 
permit.  When  it  is  necessary  to  conduct  a  drill  in  doors,  windows 
should  be  opened  wide,  as  a  large  part  of  the  value  of  exercise  is 
lost  without  fresh  air.  The  temperature  of  the  room  should  also  be 
below  the  ordinary  temperature,  about  sixty-eight  degrees. 

Exercise  should  never  be  conducted  in  a  room  where  dust  is  raised 
by  the  exercise.  If  the  floors  are  oiled  to  avoid  dust  they  must  not 
be  oiled  to  the  point  where  they  become  slippery  and  thus  dangerous  to 
the  children  when  moving  rapidly  in  their  activities. 

Time.  Drills  should  be  conducted  during  the  instructional  period 
and  where  necessary  the  relief  period,  never  the  play  period.  The 
recess  periods  are  necessary  for  the  freer  activities  and  must  be  organ- 
ized systematically  for  such  activities.  Even  the  minimum  in  drill 
activities,  the  postural  instruction  and  corrective  exercises  made  neces- 
sary by  artificial  school  conditions  should  be  organized  in  the  instruc- 
tional period. 

Preparation.  Children  should  be  required  to  prepare  for  the  exer- 
cise by  removing  the  outer  garments,  such  as  scarfs,  sweaters,  coats, 
overcoats,  etc.,  that  interfere  \vith  freedom  or  that  'may  cause  undue 
perspiration.  Encourage  loose  clothing  in  order  to  allow  for  freedom 
and  depth  of  respiration. 

Arranging  class.  When  conducting  a  drill  indoors  arrange  the  pupils 
so  that  space  for  freedom  of  movement  is  assured  before  beginning  the 
exercises.  Use  the  following  method  : 

Class— Stand ! 

Arms  forward — Place  !     Take  distance. 

Arms  sideways — Place  !     Take  distance. 

In  the  upper  grades  where  an  exercise  calls  for  the  side  horizontal 
position  and  the  children's  arms  interfere,  stand  the  class  obliquely  in 
the  aisles. 

Have  the  children  face  the  side  of  their  own  desks  for  such  trunk 
exercises  as  forward  bending,  for  lateral  charging,  for  stride  standing 
positions  and  such  other  exercises  as  call  for  more  space  than  is  per- 
mitted when  the  children  face  forward. 

In  classes  of  adolescent  boys  and  girls  it  is  advisable  frequently  to 
give  the  boys  and  girls  each  "Gymnastic  places"  that  is,  rows  of  boys 
and  rows  of  girls  to  prevent  self-consciousness  or  embarrassment  for 
the  girls  due  to  exercising  in  badly  made  clothing  or  tight  skirts. 

(83) 


Arrange  the  pupils  to  guard  against  possible  injury  from  violent  con- 
tact with  desks,  sharp  corners  or  chalk  trays,  tables,  etc. 

Positions.     The  following  positions  should  be  observed : 

Correct  sitting  position :  Lower  back  resting  against  the  back  of  seat ; 
feet  resting  on  the  floor.  (See  Posture  Chart.) 

Correct  standing  position:  Feet  parallel,  head  held  high,  chest  high, 
abdomen  pulled  in.  (See  Posture  Chart.) 

Use  the  parallel  foot  position  for  all  exercises  except  for  the  knee 
bending  position  (deep  knee  bending). 

Commands.  In  teaching  formal  activities  it  is  necessary  to  use  com- 
mands. Give  commands  to  get  a  quick  response  and  thus  decrease  the 
reaction  time,  i.e.,  the  time  it  takes  the  pupil  to  think  and  will  action. 
In  the  lower  grades  teach  response  to  commands  gradually;  illustrate 
the  new  exercise  correctly,  let  the  children  imitate  and  then  give  com- 
mands. 

No  special  nomenclature  is  insisted  upon,  so  long  as  the  commands 
are  understood  by  the  children  or  made  up  of  words  significant  to  them, 
and  are  short,  clear  and  concise. 

A  command  is  made  up  of  three  parts — the  description,  the  pause, 
and  word  of  execution.  The  description  tells  which  part  of  the  body  is 
to  move  and  usually  -where.  Then  there  is  a  pause,  which  should  be 
long  enough  only  to  give  the  child  time  to  comprehend  the  description. 
This  is  always  indicated  in  the  outline  by  a  dash  ( — ).  The  word  of 
execution  comes  hast,  and  is  a  signal  indicating  when  to  start  the  move- 
ment, which  the  class  is  then  ready  to  obey.  vlt  should  be  given  in  a 
clear,  distinct  and  positive  tone.  The  response  from  the  pupils  depends 
upon  the  manner  of  giving  commands.  The  command  should  be 
animated,  and  the  voice  should  indicate  somewhat  the  quality  of  the 
exercise,  also  the  rhythm,  i.e.,  when  the  movement  is  to  be  quick,  as  in 
arm  and  foot  positions,  the  command  is  quick;  if  the  movement  is  to  be 
slow,  as  in  trunk  movements,  the  command  expresses  this.  Keep  the 
voice  as  pleasant  as  possible.  Lower  the  voice  at  the  word  of  execu- 
tion, and  avoid  monotony  by  using  numerals  as  commands  when  the 
exercise  is  familiar  to  the  child.  Do  not,  however,  confuse  "counts  as 
commands"  with  rhythmical  counts  which  are  counted  by  the  children 
themselves  in  order  to  help  rhythm  when  necessary. 

The  command,  Class — ATTENTION  !  is  given  to  call  the  pupils  to  good 
standing  position  ready  for  instruction. 

The  command,  In  place — REST  !  is  given  between  exercises  whenever 
necessary. 

The  command,  POSITION  !  is  used  to  bring  the  pupils  back  to  funda- 
mental standing  position  from  any  position  in  which  they  might  be  left 
after  an  exercise. 

Wherever  the  Left  is  indicated,  the  same  exercise  should  be  repeated 
using  the  Right. 

(84) 


The  number  of  times  an  exercise  should  be  given  depends  upon  its 
type.  Any  exercise  should  be  repeated  a  number  of  times  to  insure  the 
desired  effect.  It  is  intended  that  the  point  of  muscular  fatigue,  but 
not  exhaustion,  should  be  approached  in  each  drill.  Short  periods  of 
rest  and  deep  breathing  between  the  various  exercises  are  given  to  avoid 
the  fatigue  of  strained  positions,  also  to  relieve  the  attention,  but  the 
developmental  and  corrective  values  lie  mainly  in  the  repetition  of  the 
exercises. 

When  the  exercise  requires  a  starting  position,  different  from  the 
fundamental  standing  position,  repeat  the  exercise  itself  as  many  times 
as  is  necessary  to  get  the  effect  desired,  but  do  not  repeat  the  process 
of  assuming  the  starting  position. 

The  full  benefit  of  formal  gymnastics  is  not  secured  unless  there  is 
accuracy  and  completeness  of  execution,  and  this  should  be  insisted 
upon  from  the  very  beginning.  "Form"  in  the  work  gives  the  motor 
training,  i.e.,  the  training  of  the  nerves  and  muscles  to  respond 
accurately  to  the  will. 

Leading  drills.  Upon  the  class  teacher  depends  the  results  of  drills. 
In  rural  schools  this  is  obvious.  In  city  schools  the  supervisors  can  get 
results  only,  by  proxy,  through  the  earnest  efforts  of  the  class  teacher. 
Drills  are  not  naturally  enjoyable.  Children  will  get  results  from  them 
only  in  proportion  to  the  alertness  and  energy  they  put  into  them,  and 
these  responses  depend  on  the  energetic  leadership  of  the  class  teacher. 

Observe  the  following  suggestions  in  leading  drills : 

]je  a  good  drill  master;  put  earnestness,  alertness,  energy  and  life 
into  the  drill.  Make  it  stimulating  by  the  alertness  and  energy  required. 

Lift,  drive  and  coach.  Children  like  action  and  energy,  if  they  do  not 
like  the  drill. 

Avoid  long  pauses  and  do  not  hold  the  class  in  one  position  so  long 
that  it  becomes  fatiguing.  Be  on  the  alert  to  give  corrections  to  posi- 
tions wherever  needed. 

Teach  by  command  (verbal  instruction),  explanation,  and  illustration 
of  the  exercises.  Help  and  stimulate  the  class  by  doing  the  exercises 
with  them  when  the  class  is  unfamiliar  with  the  exercise,  but  do  not 
make  the  class  dependent  on  mere  imitation.  Make  the  class  responsive 
to  commands  as  soon  as  possible. 

Develop  initiative  in  leadership  by  encouraging  children  to  select  drill 
leaders  and  to  evaluate  the  words  of  these  leaders. 

Secure  the  right  attitude  towards  corrective  results  by  example,  by 
a  spirit  of  helpfulness,  by  words  of  encouragement  or  warning,  and 
by  a  respect  inspiring  correction  of  poor  positions.  Coach  on  "form." 

Don't  scold ;  it  depresses  and  children  despise  a  scold ;  they  love  a 
coach. 


(85) 


2.     MATERIALS   ON   POSTURAL  INSTRUCTION  AND   GYMNASTIC 

DRILLS. 

POSTURAL  INSTRUCTION.* 

The  vertical  line  test.  In  good  posture  the  long-  axis  of  the  trunk 
is  a  vertical  line  and  the  long  axis  of  the  neck  and  head  taken  together  is 
also  a  vertical  line.  An  imaginary  line  dropped  from  the  front  of  the 
ear  to  the  forward  part  of  the  foot  will  parallel  the  long  axis  of  these 
segments  of  the  body.  In  poor  posture  these  axes  do  not  form  one  con- 
tinuous vertical  line  but  are  broken  into  several  zigzag  lines. 

Sitting  posture.  "There  are  three  correct  modes  of  sitting,  two  active  and  the 
other  resting.  In  the  active  positions  the  trunk  is  perfect!)-  erect,  or  inclined 
forward ;  iii  the  resting  position  it  is  reclined  backward.  Many  people  make  the 
mistake  of  including  in  the  act  of  sitting  a  relaxation  or  collapsing  of  the  body 
forward,  with  a  crease  at  the  waist.  The  interference  which  such  an  attitude 
makes  with  the  position  and  work  of  heart,  lungs,  and  digestive  organs  is  anything 
but  restful. 

"A  fundamental  direction  for  correct  sitting  is  to  push  back  in  the  chair  n?  ar 
as  possible  before  leaning  backward.  Sliding  down  in  the  seat  tilts  the  pelvis 
into  its  most  harmful  position,  and  should  never  be  allowed. 

"All  leaning  forward  in  a  sitting  position,  as  in  formal  conversation  or  at  the 
dining  table,  should  be  from  the  hips,  not  from  the  waist. 

"When  one  wishes  to  rest  the  muscles  that  hold  the  trunk  erect  in  the  sitting 
position,  the  entire  trunk  should  be  reclined  backward  against  the  back  of  the 
chair  or  other  support.  This  accomplishes  the  object  without  any  interference 
with  the  broad,  open  chest  if  the  chair  back  be  of  the  right  shape.  This  reclining 
should  be  done  without  sliding  downward  and  forward  in  the  seat." 

The  Triple  Test  for  Posture. 

1.  Standing  trst.     Inspect  your  class  in  profile  and  judge  the  posture 
of  each  child  rapidly..    Form  two  groups,  group  i  made  up  of  those  that 
have  good  posture  and  group  2  made  up  of  those  that  have  not. 

2.  Marching  test.     Apply  this  test  to  the  pupils  in  group   i   above. 
Have  them  drill  on  marching  tactics  for  a  few  minutes.     "It  will  be 
found  that  as  the  march  proceeds  old  muscle  habits  will  reassert  them- 
selves and  many  pupils  who  could  hold  a  correct  position  for  a  few- 
minutes  of  quiet  standing  will  fall  into  habitually  faulty  attitudes  as  they 
march."     (Bancroft)  Pupils  showing  these  faults  should  be  taken  from 
the  line. 

3.  Exercise  test.     Apply  this  test  to  the  pupils  that  pass  both  the 
standing   and   the   marching   tests.     Observe   these   pupils    for   a   few 
minutes  while  they  are  going  through  the  setting-up  drill  and  using  the 
arms  in  upward  positions.     As  the  muscles  of  the  neck,  shoulders  and 
b.ack  weaken,  faulty  postures  will  appear.     As  such  faults  of  execution 
appear,  the  pupils  exhibiting  them  should  be  dropped  from  the  line. 

The  pupils  passing  all  three  tests  should  be  classed  in  group  i ;  those 
that  do  not,  should  be  recorded  in  group  2. 

'Quoted  from  Syllabus  for  Physical  Training  in  the  Elementary  and  Secondary  Schools  of 
the  State  of  New  York,  which  quotes  "The  Posture  of  School  Children,"  by  Jessie  H.  Bancroft. 

(86) 


"The  triple  test  standardizes  posture  so  that  it  is  possible  to  rate  a  pupil  on 
this  subject.  Every  pupil  who  successfully  passes  the  triple  test  for  division  1 
may  be  considered  as  passing  on  this  subject,  and  therefore  entitled  to  at  least  a 
passing  mark.-  As  before  stated,  the  posture  of  some  of  these  pupils  may  fluctuate 
slightly  at  times,  but  will  be  good  in  the  main.  There  will  be  others  in  division  1 
who  have  habitually  good  posture,  no  matter  how  they  may  be  occupied.  The 
class  teacher  is  the  only  one  who  can  judge  of  this  habitual  posture.  These  pupils 
should  have  the  highest  rating  for  the  subject  (A).  Some  teachers  have  preferred 
to  have  two  sections  in  division  1,  one  for  A  and  one  for  B  pupils,  and  this  is 
unquestionably  an  advantage.  Each  child  should  keep  his  individual  rating  on 
this  subject,  and  the  teacher  should  have  the  names'  of  the  class  listed  with  the 
posture  rating  opposite  each. 

"Habitual  sitting  positions  are,  of  course,  of  much  importance  in  any  rating  of 
pupils  for  posture.  These  should  be  considered  in  giving  a  pupil  the  rating  of  A. 
Any  pupil  who  can  pass  the  triple  test  for  standing  posture  could  pass  any  test 
for  sitting,  short  of  habitual  positions.  Therefore,  it  is  the  A  rating  that  should 
include  these. 

"Class  percentages.  The  triple  test  not  only  standardizes  posture  for  the  indi- 
vidual, but  furnishes  a  basis  for  standardizing  the  class  as  a  whole,  and  this 
form  is  a  distinct  and  very  important  element  in  these  efficiency  methods.  This 
class  standardization  is  arrived  at  by  figuring  the  percentage  of  pupils  in  division  1, 
dividing  the  number  who  pass  the  test  by  the  total  attendance  (not  register)  at 
the  time  the  test  is  made.  For  instance,  with  forty  pupils  present  in  a  class,  and 
but  ten  passing  the  triple  test,  the  class  percentage  on  posture  is  but  25  per  cent. 
This  does  not  mean  that  each  pupil  of  those  passing  is  rated  at  25  per  cent,  but 
that  25  per  cent  of  the  pupils  passed  the  test.  It  is  the  class  record  on  the  subject. 
Neither  pupils,  teacher  nor  principal  will  rest  content  with  so  low  a  figure  for  this 
or  any  other  subject,  and  unquestionably  an  enormous  amount  of  the  zeal  and 
satisfaction  which  these  efficiency  methods  have  aroused,  has  come  from  this 
means  of  estimating  class  record  and  progress.  It  is  a  great  satisfaction  to  a 
teacher  to  have  a  concrete  means  of  estimating  the  results  of  her  work,  and  there 
is  a  strong  element  of  justice  involved  in  such  a  method. 

"Class  record.  The  class  percentage  should  be  figured  each  month  when  the 
triple  test  is  made,  and  a  systematic  record  kept  in  each  class,  both  on  the  black- 
board and  in  some  permanent  form  in  some  record  book.  This  book  may  well 
be  devoted  exclusively  to  the  posture  record,  or  part  of  some  other  permanent 
record  book  may  be  used.  A  separate  book  is  preferable,  as  it  gives  room  for  the 
names  of  pupils  with  their  individual  ratings  (A,  B  or  C)  in  addition  to  the  class 
schedule.  .When  placed  on  the  blackboard,  this  record  rouses  the  pride  and 
interest  of  the  class  so  that  they  work  to  raise  the  percentage  from  month  to 
month.  Another  form  is  a  bulletin  on  which  appears,  in  addition  to  the  monthly 
percentages,  the -names  of  pupils  in  division  1,  who  are  classified  as  A  or  B.  The 
class  should  always  knozv  its  percentage,  and  whether  it  is  gaining  or  losing,  or 
marking  time  from  month  to  month.  To  omit  this  is  to  fail  of  using  one  of  the 
most  potent  psychological  elements  in  the  situation — the  one  that,  coupled  with 
personal  desire  for  promotion  from  division  2  to  division  1,  relieves  the  teacher 
of  the  necessity  for  continual  nagging  about  posture,  and  substitutes  therefor  a 
motive  in  the  child  himself. 

"It  is  not  at  all  unusual  when  these  methods  are  first  introduced  to  find  classes 
that  are  naught  on  the  first  test ;  that  is,  classes  in  which  not  a  single  child  is  able 
to  pass  the  test.  The  teacher  should  never  hesitate  to  put  down  these  figures,  nor 
should  she  ever  strain  a  point  to  promote  a  child  to  division  1  before  he  has 

(87) 


CORRECT  SITTING  POSITION 


(88) 


CORRECT  STANDING  POSITION 


.1 


(90) 


GYMNASTIC  POSITIONS. 

Fig.  1.     Neck  grasp  position. 

Command:  Hands  on   (back  of)   neck— PLACE ! 

Fig.  2.     Bend  position. 

Command:  Arms  upward— Bend  ! 

Fig.  3.     Front  horizontal  position. 

Command  :  Arms   forward — PLACE ! 

Fig.  4.     Chest  position. 

Command:  Arms  forward— BEND  ! 

Fig.  5.     Side  horizontal  position. 

Command  :  Arms    sideward — PLACE ! 

Fig.  6.     "Head  pushed  back"  or  Arch  position. 
Command:  Head   backward— MOVE  ! 

Fig.  7.     Half  hook   standing  position. 

Command:  L.    (R.)    Knee  upward — BEND! 

Fig.  8.     Vertical  position. 

Command  :  Arms  upward — PLACE  ! 

Fig.  9.     Half  A   standing  position. 

Command:  L.   (R.)    leg  forward— RAISE! 

Fig.  10.     Forward  bending  of  body. 

Command  :  Body   forward— BEND  ! 

-Fig.  11.     Side  bending  of  body. 

Command:  Body  to  L.    (R.)— BEXD! 

Fig.  12.     Half  B   standing  position. 

Command:  L.    (R.)    leg  sideward— RAISE! 

Fig.  13.     Lunge  position. 

Command:  To  L.    (R.)—  LUXi-K  ! 

Note  :  Body  should  be  in  a  vertical  position  and  there  should  be  no 
lateral   bending. 

Fig.  14.     Forward   lunge   position. 

Command:  L.    (R.)    Forward — LUNGE! 


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actually  achieved  the  posture  that  entitles  him  to  be  there.  In  other  words,  it  is 
not  figures,  but  the  facts  they  represent,  that  are  essential,  and  it  is  unjust  to  a 
child  to  lead  him  to  think  he  has  reached  a  passing  mark  on  this  subject  when  he 
still  needs  the  extra  effort  and  attention  for  posture  that  comes  from  being  in 
division  2.  Some  teachers  find  it  hard  not  to  reward  prolonged  effort  and  marked 
improvement  by  promotion  to  division  1  before  the  child  has  enough  endurance 
in  a  correct  position  to  go  through  the  test.  Other  means  for  encouragement  for 
such  children  may  be  found  than  allowing  them  to  think  they  have  arrived  at  the 
desired  standard. 

"A  systematic  record  of  her  class  percentages  may  serve  the  further  purpose 
of  helping  a  teacher  to  find  the  faults  in  her  own  judgment  or  teaching  on  this 
subject.  For  instance,  if  the  percentage  be  very  high,  a  teacher  should  make  sure 
that  her  standard  is  not  too  lenient.  On  the  other  hand,  if  the  percentage  shows 
scarcely  any  advances  from  month  to  month,  the  teacher  may  at  once  conclude 
that  she  is  not  doing  what  she  should  to  develop  the  posture  of  the  pupils  in 
division  2;  that  she  is  failing  in  some  way  to  get  the  corrective  values  from  her 
gymnastic  lesson,  or  otherwise  missing  the  point  necessary  for  improvement. 

"Reasonable  standards.  Just  what  is  a  reasonable  class  percentage  on  posture? 
Experience  has  shown  that  in  one  year's  use  of  these  efficiency  methods  85  per  cent 
is  an  average  figure,  the  largest  number  of  classes  ranging  from  80  to  89  per  cent, 
and  a  considerable  number  reaching  100  per  cent,  and  this,  although  it  is  not  at 
all  unusual  for  many  classes  to  start  at  zero.  The  effect  of  the  work  is  cumulative, 
and  each  term  sees  an  advance  on  the  ratings  of  the  previous  term,  as  the  develop- 
ment of  the  children  progresses  from  grade  to  grade. 

"The  triple  test,  *  *  *  is  merely  preliminary  to  the  teacher's  real  work  for 
posture — the  corrective  teaching  through  which  alone  those  pupils  deficient  in 
posture  may  receive  the  development  they  need.  This  development  lies  in  two 
distinct  lines:  (1)  training  the  muscular  sense  whereby  the  child  knows  whether 
or  not  he  is  in  the  correct  position  and  is  able  voluntarily  to  assume  it ; 
(2)  strengthening  by  exercise  those  muscles  in  which  weakness  allows  lapsing  into 
poor  posture.  Nothing  can  be  done  for  posture  until  the  child  knows  how  it 
feels  to  stand  correctly. 

Elevation  cues  for  posture.  The  "elevation  cues"  now  in  use  in  the 
schools  of  New  York  City  are  of  advantage  in  all  drills. 

"To  get  good  posture  it  is  necessary  for  the  pupils  to  know  from  experience 
the  exact  positions  desired  in  response  to  elevation  cues.  These  are  always  to  be 
used  while  the  static  contraction  is  held  for  the  purpose  of  lifting  and  straighten- 
ing the  body.  They  should  be  given  with  meaning,  vigor  and  discrimination. 

"The   following  are  the  best : 

Head— Up !  Lift  the  head ! 

Chest — Up!  Lift  the  chest! 

Waist— Flat!  Stretch  the  knees! 

Weight — Forward!  Stretch  the  ankles! 

(if  necessary)  Stand  tall! 

"The  teacher  should  note  with  great  care  the  posture  of  each  pupil  and  deter- 
mine what  improvement  is  necessary. 

"Each  pupil  should  be  informed  of  his  defects  and  shown  how  to  correct  them. 
This  requires  constant  practice  and  much  individual  attention.  Every  formal 
exercise  should  start  and  finish  in  the  correct  standing  position. 

"Good  posture  without  rigidity  should  be  constantly  maintained." 

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POSTURE  TRAINING  FOR  THIRD  AND  FOURTH  GRADES. 

Instructional  Notes. 

Wherever  the  left  is  indicated,  the  same  exercise  should  be  repeated, 
using  the  right.  Each  exercise  should  be  repeated  a  number  of  times 
in  order  to  insure  sufficient  muscular  contraction  for  physiological  and 
developmental  results.  In  some  instances,  especially  rhythmical  exer- 
cises, the  number  of  times  has  been  indicated. 

Give  exercises  as  informally  as  possible. 

DRILL  I. 

1.  "Rising  Sun." 

(1)  Arms  sideward    (palms  up)    and  heels — Raise! 

(2)  Arms  and  heels — Sink!    (Sustain  the  exercise.) 

2.  "Jack  in  the  Box." 

Hands  on  hips — Place! 

(1)  Heels— Raise! 

(2)  Knees — Bend!     (Back  straight,  head  high,  knees  turned  outward.) 

(3)  Knees— Stretch ! 

(4)  Heels— Sink! 
Arms — Position ! 

3.  "See-Saw." 

Feet  apart — Jump !     Arms   sideward — Place ! 

(1)  Body  to  left— Bend! 

(2)  Body— Raise! 

(3)  Body  to  right— Bend! 

(4)  Body— Raise! 

Repeat  exercise,  alternating  left  and  right  in  slow  rhythm  eight  times — 

Begin ! 
Arms  and  feet — Position! 

4.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising   sideward  and  heel   raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 


DRILL  II. 


1.  "Rising  Sun." 

(1)  Arms  sideward    (palms   up)    and   heels — Raise! 

(2)  Arms  and  heels — Sink!    (Sustain   the   exercise.) 

2.  "Picking  Fruit." 

(1)  Rise  on  toes  and  stretch  arms  to  vertical,  reaching  up — One! 

(2)  Place  fruit  in  imaginary  basket  on   floor— Two ! 


(93) 


3.  "Jack  in  the  Box." 

Hands  clasped  on  top  of  head.     (Elbows  back,  head  high.) 

(1)  Heels— Raise! 

(2)  Knees — Bend  (Back  straight,  head  high,  knees  turned  outward.) 

(3)  Knees— Stretch' 

(4)  Heels— Sink! 
Arms — Position ! 

4.  "Trees  Swaying  in  the  Wind." 

Hands  on   hips — Place !     Feet  apart — Jump ! 

Body  to  left— Bend!     Raise! 

Body  to  right — Bend!     Raise! 

Repeat  exercise,  alternating  left  and  right  in  slow  rhythm    (feet  firmly  on 

floor),  eight  counts — Begin! 
Arms  and  feet — Position! 

5.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  and  heel  raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 


DRILL  III. 

1.  "Rising  Sun." 

(1)  Arms  sideward    (palms   up)    and   heels — Raise! 

(2)  Arms  and   heels — Sink!    (Sustain   the   exercise.) 

2.  "Hoisting  Flag." 

(1)  Raise  left  arm  over  head  and  grasp  rope — One! 

(2)  Pull  rope  downward — Two!     (Pull  down  at  side  instead  of  in  front.) 
Repeat  with  right. 

Also  in  rhythm  eight  times — Begin! 

3.  "Birds  Flying." 

(1)  Raise  arms  sideward  and  raise-heels— One ! 

(2)  Lower  arms  and  heels — Two ! 
Also  in   rhythm  eight  times — Begin ! 

4.  "Walking  Through  Deep  Grass." 

Hands  on  hips — Place  ! 

(1)  Right  knee  upward— Bend ! 

(2)  Foot— Re— Place !     (Repeat   left   foot.) 
Also  in  rhythm  eight  times — Begin ! 
Arms — Position ! 

5.  "Blowing  Up  and  Popping  Bags." 

(1)  Inhale  through   nostrils — One! 

(2)  Place  bag  at  lips  and  blow— Two ! 

(3)  Pop  bags— Three! 

(4)  Position — Four  ! 


(94) 


DRILL  IV. 

1.  "Rising  Sun." 

(1)  Arms  sideward    (palms   up)    and   heels— Raise! 

(2)  Arms  and   heels — Sink!    (Sustain   the   exercise.) 

2.  "Jack  in  the  Box." 

Arms   close   to   body. 

(1)  Heels— Raise! 

(2)  Knees — Bend!     (Back  straight,  head  high,  knees  turned  outward.) 

(3)  Knees— Stretch ! 

(4)  Heels— Sink! 

3.  "Wind  Mill"   (Lateral). 

Feet  apart — Jump  ! 

Left  arm  upward   (palm  in) — Place! 

Changing  position  of  arms  through  side  horizontal  in  rhythm  eight  times — 

Begin!     (Repeat.) 
Arm  and  feet — Position  ! 

4.  "Pumping   Up  Bicycle   Tire." 

Feet  apart — Jump ! 

Imitate   pumping,   bending  body   forward   and   downward— Out ! 

Raise  body— Two! 

Also  in  rhythm  eight  times — Begin ! 

Feet — Position ! 

5.  "Blowing  Imaginary  Feathers  Up  in  the  Air." 

(1)  Inhale  with  head  moving  backward — One! 

(2)  Blow  hard— Two!     (Repeat.) 


DRILL  V. 

1.  "Rising  Sun." 

(1)  Arms  sideward    (palms   up)    and   heels — Raise! 

(2)  Arms  and  heels — Sink!    (Sustain    the   exercise.) 

2.  "Climbing  Ladder." 

(1)  Raise  left  hand  and  left  foot  to  rungs  of  ladder  in  act  of  climbing — One! 

(2)  Position — Two! 
Repeat  exercise  to  right. 

Also  in  rhythm  eight  times — Begin ! 

3.  "Birds  Flying." 

Feet  apart — Jump! 

(1)  Fling  arms  upward  through   side  horizontal  and  jump  on  tiptoe,  and 
return  arms — One ! 

(2)  Repeat— Two! 

Also  in  rhythm  eight  times — Begin  ! 
Feet— Position ! 

(95) 


4.  "Scarecrow." 

Feet — Close!     Arms    sideward— Place  ! 

Left  knee  upward — Bend  ! 

Foot  return — Place! 

Repeat  right.     (Sustain  the  exercise.) 

Arms  and  foot — Position ! 

5.  Breathing  Exercise — "Smelling  Flowers." 

(1)  Inhale  with  "head  moving  backward  and  raising  on  toes— One ! 

(2)  Exhale  as  head  is  raised  and  heels  sink— Two! 
(Repeat.) 


DEVELOPMENTAL  DRILLS  FOR  THIRD   AND  FOURTH   GRADES. 

DRILL  I. 

-Correct  sitting  position.     See  posture  illustration. 

Lower  back  resting  against  back  of  seat;  feet  resting  on  floor. 
Correct  standing  position.     See  posture   illustration. 

Weight  poised  forward;  head  up;  abdomen  pulled  in  and  chest  up. 

Instructional  Notes. 

1.  Wherever   the    left    is    indicated,    the    same    exercise    should    be 
repeated,  using  the  right. 

2.  Each  exercise  should  be  repeated  a  number  of  times  in  order  to 
insure   sufficient  muscular  contraction   for  physiological   and   develop- 
mental results.     In  some  instances,  especially  rhythmical  exercises,  the 
number  of  times  has  been  indicated. 

3.  In  the  beginning  of  each  lesson  a  choice  in  'the  selection  of  warm- 
ing up  exercises  is  given,  either  (a)  a  rhythmical  jumping  or  running 
exercise  or  (&)  a  stretching  exercise  repeated  in  rhythm.     The  choice 
must  be  based  on  the  facilities  of  the  school.     The  jumping  or  running 
exercise  is  far  more  valuable  for  warming  up  than  the  stretching  exer- 
cise but  where  the  building  does  not  permit  of  the  former  the  fhythmical 
stretching  exercise  should  be  used. 

1.  A  or  B. 

A.  Warming-up  Exercise. 

Hopping  four  counts  on  left  foot,  four  counts  on  right  foot ;  alternate 
left  and  right. 

B.  Stretching  Exercise. 

(1)  Bend  body  forward,  reaching  finger  tips  toward  floor— One ! 

(2)  Raise  body  and  raise  arms  to  vertical — Two! 

(3)  Lower  arms   to   side  horizontal    (palms  up) — Three! 

(4)  Position — Four!     (Repeat   three   times.) 

NOTE — The  material  on  the  Postural,  Developmental  and  Relief  Period  Drills  was  compiled 
by  Miss  Signe  E.  Hagelthorn,  Acting  Director  of  Physical  Kducation  of  the  San  Francisco 
Public  Schools. 

(96) 


2.  Heel  Raising. 

Hands  on  hips — Place  ! 

(1)  Heels— Raise! 

(2)  Heels— Sink! 

Also  in   rhythm  eight  times — Begin  ! 
Arms — Position ! 

3.  Arm  and  Heel  Raising. 

Arms  raising  sideward  and  heel  raising  in  rhythm— Begin ! 
Class— Halt!     (1,2.) 

4.  Fundamental  Positions. 

Arms    sideward — Place  !     Position  ! 

Hands   on   hips — Place !     Position  ! 

Arms    sideward    (palms    up) — Place!     Position! 

Arms  upward — Bend  !     Position  ! 

5.  Skipping. 

6.  Breathing  Exercise. 

(1)  Inhale  with  arms  raising  sideward — One! 

(2)  Exhale  as  arms  return — Two ! 

DRILL  II, 

1.  A  or   B. 

A.  Warming-up  Exercise. 

Hopping  eight  times  on  left  foot — Begin  !     On  right  foot — Begin  ! 

B.  Stretching  Exercise. 

( 1 )  Bend  body  forward,  reaching  finger  tips  toward  floor — One  ! 

(2)  Rise  on  toes  and  raise  arms  to  vertical — Two! 

(3)  Lower  arms  to  side  horizontal   (palms  up) — Three! 

(4)  Position — Four!     (Repeat   three   times.) 

2.  Shoulder  Blade  Exercise. 

Feet  apart — Jump  ! 

(Palms  up.)     Arms   sideward — Place! 

Hand  clapping  over  head  eight  times — Begin!  .  (Repeat.) 

Arms  and  feet — Position  ! 

3.  Back  Exercise. 

Hands  on  hips — Place  ! 

Feet   apart — Jump  ! 

Body  forward — Bend!     (Straight  knees  and  head  pushed  back.) 

Body — Raise!     (Repeat.)     Position! 

4.  Fundamental  Positions. 

Left   foot   forward— Place  !     Re— Place  ! 

Right  foot  forward— Place  !     Re — Place  ! 

Left   foot   forward— Place  ! 

(Changing   feet.)      Right   foot   forward — Jump!-  Repeat   alternating  left 

and  right. 
Foot — Position ! 

7-241  (  97  ) 


5.  Skipping  or  Hopping. 

6.  Breathing  Exercise. 

(1)  Inhale  with  arm   raising  sideward  and  heel   raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 


DRILL  III. 

1.  A  or  B. 

A.  Warming-up  Exercise — Spring  Jump. 

Hands  on  hips — Place! 

(1)  Feet  apart — Jump! 

(2)  Feet   together — Jump. 
In   rhythm— Begin ! 
Class— Halt!     (1,  2.) 
Arms — Position ! 

B.  Stretching  Exercise. 

(1)  Bend  knees  (deeply),  reaching  finger  tips  to  floor — One! 

(2)  Stretch  knees  and  raise  arms  to  vertical — Two ! 

(3)  Lower  arms  to  side  horizontal   (palms  up) — Three! 

(4)  Position — Four!     (Repeat   three   times.) 

2.  Shoulder  Blade  Exercise — "The  Swing." 

Left  foot  forward — Place! 

(1)  Raise  arms  forward,  upward,  and  step  with  all  the  weight  on  forward 

foot — One ! 

(2)  Return— Two! 

Also  in  rhythm  eight  times — Begin  !     Position  ! 
Repeat  with  right  foot  forward. 
Class— Halt!     (1,  2.) 
Foot — Position ! 

3.  Trunk  and  Shoulder  Blade  Exercise — "Chopping  Wood." 

Feet  apart — Jump  ! 

(Place  imaginary -ax  to  right  shoulder.) 

(1)  Swing  ax  obliquely  downward  and  bend  body  forward — One! 

(2)  Raise  body  and  return  "ax"  to  right  shoulder — Two ! 
Also  in   rhythm   four  times — Begin !     Position ! 
Repeat  exercise  from  left  shoulder. 

4.  Abdominal  Exercise — "Prancing  of  Horses." 

Hands  on  hips  place  and  feet — Close ! 

Left  knee  upward — Bend. 

Prancing  in  rhythm    (lifting  knees  high)    ten  times — Begin! 

Arms   and   feet — Position  ! 

5.  Breathing  Exercise. 

(1)  Inhale  with   arm   raising  sideward  and  heel   raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two!     (Repeat.) 

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DRILL  IV. 

1.  A  or  B. 

A.  Warming-up  Exercise. 

Hands  on  hips— Place! 

Hop  four  counts  on  left  foot;  four  counts  on  right  foot. 

Alternate  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Arms — Position ! 

B.  Stretching  Exercise. 

(1)  Bend  knees    (deeply),  reaching  finger  tips  to  floor — One! 

(2)  Stretch  knees,  rise  on  toes  and  raise  arms  to  vertical — Two ! 

(3)  Lower  arms  to  side  horizontal   (palms  up) — Three! 

(4)  Position — Four!     (Repeat   three  times.) 

2.  Shoulder  Blade  Exercise. 

Heel  raising  with  hand  clapping  over  head. 

(1)  Rise  on  toes  and  clap  hands  over  head — One! 

(2)  Return— Two! 

Also  in  rhythm  eight  times — Begin ! 

3.  Back  Exercise — "Climbing  Ladder." 

(1)  Raise  left  hand  and  left  foot  to  rungs  of  ladder  in  act  of  climbing — 

One! 

(2)  Position— Two ! 

Repeat   right.     Also   in   rhythm  eight  times — Begin ! 

4.  Lateral   Trunk  Exercise — "Big   Clock." 

Feet   apart — Jump  ! 

Arms  obliquely  upward — Place  ! 

Body  bending  left  and  right  in  rhythm,  imitating  pendulum  (feet  firmly  on 

floor),  eight  times — Begin! 
Arms  and  feet — Position  ! 

5.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  and  heel  raising— One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 

DRILL  V. 

1.  A  or  B. 

A.  Spring  Jump  and  Arm  Flinging  Sidczvard. 

(1)  Arms  sideward  place  and  feet  apart — Jump! 

(2)  Arms  return  and  feet  together— Jump ! 
In  rhythm  eight  times — Begin  ! 
Class— Halt!     (1,2.) 

B.  Stretching  Exercise. 

(1)  Bend  knees   (deeply),  reaching  finger  tips  toward  floor — One! 

(2)  Stretch  knees  and  bring  arms  to  side  horizontal  (palms  up) — Two! 

(3)  Raise  arms  to  vertical  and   rise   on  toes — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four ! 
(Repeat  three  times.)     Position! 

(99) 


3.  "Jack  in  the  Box." 

Arms  close  to  body. 

(1)  Heels— Raise! 

(2)  Knees— Bend! 

(3)  Knees— Stretch ! 

(4)  Heels— Sink! 

4.  Lateral— "Weather  Cock." 

Feet  apart — Jump  ! 
^    Arms  sideward — Raise! 

Body  twisting  left  and  right  in  rhythm,  imitating  weather  cock. 
Eight  times — Begin ! 
Arms  and  feet — Position! 

5.  Back  and  Shoulder  Blade  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump! 

(1)  Bend  body  forward  deeply   (flat  back,  head  up) — One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms   sideward— Three ! 

(4)  Replace   hands   on   hips — Four!     (Repeat.) 
Hands  and  feet — Position ! 

6.  Breathing  Exercise. 

(1)  Inhale  with   arm   raising  sideward   and   lied   raising — One! 

(2)  Exhale  as  arms  and  heels  return— Two! 


DRILLS    FOR    THE    RELIEF    PERIOD. 
PRIMARY  GRADES. 

Drill  for  relief  period  for  primary  grades  should  be  informal,  such 
as  the  activities  found  in  action  stories.  The  Fire  Drill,  Trip  to  the 
Country,  Trip  to  the  Sea  Shore,  The  Zoo,  Harvest,  Nutting,  Fruit 
Picking,  and  so  forth.  (See  Action  Stories,  Supplement  A.) 

POSTURE  TRAINING. 
FIFTH  TO  EIGHTH  GRADES. 

DRILL  I. 

Correct  sitting  position.     See  posture  illustration. 

Lower  back  resting  against  back  of  seat;  feet  resting  on  floor. 
Correct  standing  position.     See  posture  illustration. 

Head  up ;  abdomen  pulled  in  and  chest  up. 

Instructional  Notes. 

i.  Wherever  the  left  is  indicated,  the  same  exercise  should  be 
repeated,  using  the  right. 

(100) 


2.  Each  exercise  should  be  repeated  a  number  of  times  in  order  to 
insure   sufficient   muscular   contraction   for   physiological   and   develop- 
mental results.     In  some  instances,  especially  rhythmical  exercises,  the 
number  of  times  has  been  indicated. 

3.  Turn  knees  out  to  an  angle  of  90°  in  deep  knee  bending.     Back 
flat,  head  high. 

4.  Take  all  corrective  exercises  slowly  and  with  a  conscious  effort  for 
correction.     Give  breathing  frequently  throughout  lesson. 

1.  Corrective  Exercise  sitting  at  desk   (assume  correct  sitting  position). 

(1)  Arms  forward — Bend! 

(2)  Arms  sideward — Fling!     (Push   arms   upward    (palms   up)    and  back- 

ward and  sustain  the  exercise.) 
Repeat. 

Arms — Position ! 
Class— Stand ! 

2.  Stretching  Exercise. 

(1)  Bend  knees   (deeply),  reaching  finger  tips  to  floor — One! 

(2)  Stretch  knees,  rise  on  toes  and  raise  arms  to  vertical — Two! 

(3)  Lower  arms  to  side  horizontal  and  lower  heels — Three! 

(4)  Position — Four!     (Repeat  three  times.) 

3.  Balance  Exercise. 

Hands   on  hips — Place ! 

(1)  Heels— Raise! 

(2)  Knees — Bend!     (Back   straight   and   knees   turned   outward.) 

(3)  Knees— Stretch ! 

(4)  Heels— Sink! 
Arms — Position ! 

4.  Shoulder  Blade  and  Back  Exercise. 

Feet  apart — Jump  ! 

Body  forward    (slightly) — Bend! 

(1)  Arms  swinging  forward,  upward — One! 

(2)  Return— Two! 

In   rhythm  eight  times — Begin  ! 
Body— Raise ! 
Feet — Position ! 

5.  Breathing  Exercise. 

(1)  Inhale   with   arms   raising   sideward   and   heel   raising — One! 

(2)  Exhale   as  arms   and   heels   return — Two! 
Repeat. 


(101  ) 


DRILL  II. 

1.  Corrective  Exercise  sitting  at  desk  (assume  correct  sitting  position). 

Arms  forward — Place  ! 

(1)  Arms  parting  sideward  (palms  up) — One!     (Push  arms  up  and  back.) 

(2)  Return— Two!     Repeat. 
Arms — Position ! 

Class— Stand ! 

2.  Stretching  Exercise. 

(1)  Bend  body    (deeply)    from   hips,  reaching  finger  tips  to   floor    (knees 

straight) — One! 

(2)  Raise  body  and  raise  arms  to  side  horizontal   (palms  up) — Two! 

(3)  Raise  arms  to  vertical  (palms  in)   and  raise  heels — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four! 
(Repeat  three  times.) 

Arms — Position ! 

3.  Balance  Exercise. 

Hands  on  neck — Place!     (Elbows   back,   head   high.) 

(1)  Heels— Raise! 

(2)  Knees — Bend!     (Back  straight,  head  high,  knees  turned  outward.) 

(3)  Knees— Stretch ! 

(4)  Heels— Sink! 
Arms — Position ! 

4.  Lateral  Trunk  Exercise. 

Arms  sideward  place  and  feet  apart — Jump ! 

(1)  Twist  body  to  left — One!     (Keep  right  arm  well  back.) 

(2)  Twist  body  to  right — Two!     (Keep  left  arm  well  back.) 
Trunk  forward— Twist ! 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm  eight  times — 

Begin!     (Feet  firmly  on   floor.) 
Class— Halt ! 
Trunk  forward — Twist! 
Arms  and  feet — Position! 

5.  Abdominal  Exercise. 

Hands  on  hips  place  and  feet — Close ! 

High  knee  upward  bending  in   rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Arms  and  feet — Position! 

6.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward   (palms  up)   and  heel  raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 
Repeat. 


(102) 


DRILL  III. 

1.  Corrective  Exercise  sitting  at  desk   (assume  correct  sitting  position). 

Arms   sideward    (palms   up) — Place! 

Describe  circle,   moving  arms  slightly  downward,   forward,  upward,  back- 
ward— One ! 
Repeat— Two ! 

In  rhythm  eight  times — Begin ! 
Arms — Position ! 
Class — Stand ! 

2.  Shoulder  Blade  Exercise. 

Feet— Close ! 

Left  arm  upward — Place  ! 

Change  position  of  arms  with  a  swing  through  forward  plane — One ! 

Repeat— Two ! 

In  rhythm  eight  times — Begin  ! 

Arms  and  feet — Position  ! 

( 

3.  Balance  and  Shoulder  Blade  Exercise. 

Arms  upward  place   (palms  in)   and  heels — Raise ! 

(1)  Arm  parting  to  side  horizontal    (palms  up)   and  knee  bending   (half- 

way, knees  turned  out  90  degrees) — One! 

(2)  Raise  arms  to  vertical  and  stretch  knees — Two! 
In  rhythm — Begin  ! 

Class— Halt!     (1,  2.) 
Arms  and  heels — Position  ! 

4.  Abdominal  Exercise. 

Hands  on  hips — Place! 

Heels— Raise ! 

Alternate  knee  upward  bending  in   rhythm — Begin ! 

Class— Halt!     (1,  2,  3,  lower  heels  on  third  count.) 

Arms — Position ! 

5.  Lateral  Trunk  Exercise. 

Arms  sideward  place  and  feet  apart — Jump! 

(1)  Body  to  left    (right)— Bend! 

(2)  Body— Raise! 

(3)  Body   to    right    (left)— Bend! 

(4)  Body— Raise! 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Arms   and   feet — Position ! 

6.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward   (palms  up)   and  heel  raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two! 


(103) 


DRILL  IV. 

1.  Corrective  Exercise  sitting  at  desk    (assume  correct  sitting   position). 

Arms  upward — Bend!     (Elbows  in   close  to  body,  hands  back.) 
Head  moving  backward,   with   deep  breathing — One ! 
Return — Two !     Repeat. 
Arms — Position ! 
Class— Stand ! 

2.  Stretching  Exercise. 

Arms  sideward    (palms  up)    place   and  feet  apart — Jump! 

(1)  Bend    body    forward    (knees    straight),    reaching    finger    tips    toward 

floor— One ! 

(2)  Raise   body   and    return    arms    to    side   horizontal — Two ! 

(3)  Clap  hands  vigorously  over  head — Three! 

(4)  Return  arms  to  side  horizontal — Four ! 
Repeat   in   four   counts — Begin  ! 

Class— Halt!     (1,  2.) 
Arms   and   feet — Position  ! 

3.  Balance  Exercise. 

Hands  on  neck  place   (elbows  back,  head  high)   and  feet — Close! 

(1)  Left  (right)  knee  upward — Bend! 

(2)  Forward— Stretch ! 

(3)  Upward— Bend! 

(4)  Position! 
Repeat  right. 

Repeat  exercise,  alternating  left  and  right  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Hands   and   feet — Position ! 

4.  Shoulder  Blade  and  Back  Exercise. 

Arms    forward — Bend!     (Elbows   back,    palms    down,    head    high.)        Feet 
apart — Jump ! 

(1)  Bend  body  forward    (back  straight  and  head  pushed  back) — One! 

(2)  Raise  body — Two! 

(3)  Fling  arms  sideward    (palms  up) — Three! 

(4)  Bend  arms  forward — Four ! 

Repeat  entire  exercise  slowly  four  times   (sixteen  counts) — Begin! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position! 

5.  Shoulder  Blade  and  Lateral   Trunk  Exercise. 

Arms  sideward    (palms  up)    place  and  feet  apart — Jump! 

(1)  Bend  body  to  left   (right)— One! 

(2)  Raise    body — Two! 

-(3)  Raise  arms  upward — Three! 
(4)   Lower  arms   sideward — Four! 

Repeat  in  slow  rhythm  four  times  (sixteen  counts) — Begin! 
Class-Halt!     (1,  2.) 
Arms  and  feet — Position  ! 

6.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  (palms  up)     and  heel  raising— One! 

(2)  Exhale   as   arms   and   heels    return — Two ! 

(104) 


DRILL  V. 

1.  Corrective  Exercise  sitting  at  desk    (assume  correct  sitting  position). 

Arms   forward — Place!     (Elbows   well  back,  palms  down,  head  high.) 

(1)  Arm  parting  sideward    (palms   up)    with  head  moving  backward  and 

deep   breathing — One ! 

(2)  Return — Two! 
Repeat. 

Arms — Position ! 
Class— Stand ! 

2.  Stretching  Exercise. 

Quick  arm  flinging  sideward  (palms  up)  and  knee  bending  (halfway) — One! 

Return — Two ! 

In    rhythm   eight   times — Begin  ! 

Class— Halt!     (1,  2.) 

3.  Balance  Exercise. 

Hands  on  neck  place  and  feet — Close ! 

(1)  Left  (right)   knee  upward — Bend! 

(2)  Left   (right)   knee  forward — Stretch! 

(3)  Left   (right)    knee  upward — Bend! 

(4)  Foot — Position! 
Repeat  right  knee. 

Repeat  exercise,  alternating  loft  and  right  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Arms  and   feet — Position  ! 

4.  Shoulder  Blade  and  Back  Exercise. 

Arms  upward  bend  and  feet  apart — Jump ! 

(1)  Bend  body  forward,  reaching  ringer  tips  to  floor  (knees  straight)— One ! 

(2)  Raise  body  and  bend  arms  upward  (elbows  in) — Two! 

(3)  Stretch  arms  upward   (palms  in) — Three. 

(4)  Bend  arms  upward — Four ! 
Repeat  three   times. 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position ! 

5.  Lateral  Trunk  and  Shoulder  Blade  Exercise. 

Left    (right)    arm  upward  place  and   feet  apart — Jump! 

Change  position   of  arms   with  a   swing  through   side   horizontal,   bending 

body  to  left   (right)— One! 

Swing  arms  and  bend  body  to  right   (left) — Two! 
In  slow  rhythm  eight  times — Begin ! 
Trunk— Raise ! 
Arm  and   feet — Position  ! 

6.  Breathing  Exercise. 

Arms  sidewise  (palms  up) — Place! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising   (head  high) — One! 

(2)  Exhale  as  arms  are  lowered  to  side  horizontal  and  heels  sink — Two ! 
Repeat. 

Arms — Position ! 

(105) 


DEVELOPMENTAL   DRILLS. 
FIFTH    AND    SIXTH    GRADES. 

DRILL  I. 

Correct-  sitting  position.     See  posture  illustration. 

Lower  back  resting  against  back  of  seat ;  feet  resting  on  floor. 
Correct  standing  position.     See  posture  illustration. 

Head  up ;  abdomen  pulled  in,  and  chest  up. 

Instructional  Notes. 

1.  When  bending  the  knees  deeply,  the  knees  should  be  turned  out  as 
far  as  possible ;  body  erect ;  head  held  high. 

2.  When  bending  the  arms  upward,  bend  the  forearms  strongly  on 
the  upper  arms,  at  the  same  time  pulling  the  elbows  in  forcibly  until 
strong  pressure  is  felt  against  the  ribs,  and  the  clenched  fists  should  be 
in  line  with  the  tips  of  the  shoulders. 

3.  Vigorous  execution  of  all  the  movements  with  strong  contractions 
and  extensions  should  be  expected  and  required. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Place  hands  back  of  neck    (elbows  well  back  and  high;   head  high) 

and  left   (right)    foot  forward — One! 

(2)  Stretch  arms  sideward  (palms  up)  and  bend  knees  (knees  turned  out)  — 

Two! 

(3)  Return  hands  to  neck  and  stretch  knees — Three ! 

(4)  Return  hands  and  foot  to  position — Four ! 

Repeat  tne  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Deep  breathing   (not  in  rhythm) 

2.  Back  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump ! 

(1)  Bend  body  forward  (from  hips  with  flat  back ;  head  pushed  back)— One  ! 

(2)  Raise  body — Two! 

(3)  Stretch  arms  upward    (palms   in) — Three! 

(4)  Replace  hands  on  hips — Four ! 

Repeat  the  exercise  in  slow  rhythm — Begin ! 
Class— Halt!      (1,  2.) 
Hands  and  feet — Position ! 

3.  Abdominal  Exercise. 

Hands  on  hips — Place! 

High  knee   upward  bending  alternating  left  and  right  in   rhythm— Begin ! 

Class— Halt!      (1,  2.) 

Hands— Position ! 


(106) 


4.  Lateral  Exercise. 

Feet  apart — Jump!      (Arms  close  to  body.) 

(1)  Bend  body  to  the  left   (right)— One! 

(2)  Raise  body— Two  ! 

(3)  Raise  arms  sideward   (palms  up) — Three! 

(4)  Return  arms  to  position — Four ! 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm— Begin ! 
Class— Halt!     (1,  2.) 
Feet — Position ! 

5.  Deep  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward   (palms  up)   and  heel  raising — One! 

(2)  Exhale  and  return  arms  and  heels  to  position — Two! 
In  very  slow  rhythm,  four  times   (eight  .counts) — Begin! 

DRILL  II. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Place  arms  forward   (palms  in)   and  left  (right)   foot  forward — One! 

(2)  Move  arms  to   side   horizontal    (palms  up')    and  bend  knees  deeply — 

Two! 

(3)  Return  arms  to  front  horizontal  (palms  in)  and  stretch  knees — Three! 

(4)  Return  arms  and  foot  to  position — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin! 

Class— Halt!     (1,  2.) 

Deep  breathing   (not  in  rhythm). 

2.  Back  Exercise. 

Arms  upward  bend  and  feet  apart — Jump ! 

XOTE — Elbows  close  to  sides;  clenched  hands  on  outside  of  shoulders. 

(1)  Bend  body  forward  (from  hips  with  flat  back;  head  pushed  back)— One! 

(2)  Raise  body— Two ! 

(3)  Stretch  arms  upward — Three! 

(4)  Bend  arms  upward   (palms  in) — Four! 
Repeat  the  exercise  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 

Arms  and   feet — Position ! 

3.  Abdominal  Exercise. 

Hands    on    neck — Place  ! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Arms — Position ! 

4.  Lateral  Exercise. 

Arms   upward  bend    (elbows  close   to  sides)    and  feet  apart — Jump! 

(1)  Bend  body  to  the  left   (right)— One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms  forcibly   (palms  down)   sideward — Three ! 

(4)  Bend  arms  upward — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  slow  rhythm — Begin! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position  ! 

(107) 


5.  Deep  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  (palms  up)   and  heel  raising— OIK 

(2)  Exhale  and  return  arms  and  heels  to  position — Two ! 
In  very  sloiv  rhythm,  four  times  (eight  counts) — Begin! 


DRILL  III. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Bend  arms  upward  (elbows  close  to  sides)  and  place  left  (right)   foot 

forward — One ! 

(2)  Stretch  arms  sideward   (palms  down)    and  bend  knees — Two! 

(3)  Bend  arms  upward  and  stretch  knees — Three! 

(4)  Return  arms  and   foot  to  position — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin  ! 

Class— Halt!     (1,  2.) 

Deep  breathing   (not  in  rhythm). 

2.  Back  Exercise. 

Feet  apart — Jump ! 

Body  slightly  forward   (from  hips;   flat  back;   head  pushed  back) — Bend! 

Arm  flinging  forward,  upward  and  return  in  rhythm — Begin! 

(Eight  times — sixteen  counts.) 

Body— Raise ! 

Feet — Position ! 

3.  Abdominal  Exercise. 

Hands   on  hips — Place! 

Heels— Raise ! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin  ! 

Class — Halt!     (1,  2,  3 — lower  heels  to  floor  on  third  count.) 

Hands — Position ! 

4.  Lateral  Exercise. 

Arms  sideward  place  (palms  up)  and  feet  apart — Jump ! 

(1)  Twist  body  to  the  left    (right)    (without  moving  feet)— One! 

(2)  Twist  body  forward— Two! 

(3)  Clap  hands  vigorously  over  head — Three!    (Elbows  straight,  head  high.) 

(4)  Return  arms  to  side  horizontal — Four! 

Repeat  the  exercise  alternating  left  and  right  in  slow  rhythm — P.r.^in  ! 
Class— Halt!     (1,2.) 
Arms  and  feet — Position  ! 

5.  Deep  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward   (palms  up)   and  heel  raising — One! 

(2)  Exhale  and  return  arms  and  heels  to  position — Two ! 
In  very  slow  rhythm,  four  times   (eight  counts) — Begin! 


(108) 


DRILL  IV. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)   Place  arms  (palms  up)  sideward  and  left  (right)  foot  forward — One! 
(2)_Raise  arms  upward   (palms  in)  and  bend-knees — Two! 

(3)  Return  arms  to  side  horizontal  (palms  up)   and  stretch  knees — Three! 

(4)  Return  arms  and  foot  to  position — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin! 

Class— Halt!     (1,  2.) 

Deep  breathing    (not  in  rhythm). 


2.  Back  Exercise. 

Arms  upward  bend   (elbows  close  to.  sides)   and  feet  apart— Jump ! 

(1)  Bend  body  forward    (from  hips,  flat  back) — One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms    (vigorously)    sideward   (palms  down) — Three! 

(4)  Bend  arms  upward — Four  ! 

Repeat  the  exercise  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position  ! 

3.  Abdominal  Exercise. 

Arms  upward — Bend  ! 

Heels— Raise ! 

High  knee  upward  bending,  alternating  left  and   right   in   rhythm— -Begin ! 

Class — Halt!   (1,  2,  3 — lower  heels  to  floor  on  third  count.) 

Arms — Position ! 

4.  Lateral  Exercise. 

Right  arm  upward   (palm  in)   place  and  feet  apart — Jump! 

(1)  Bend  body  to  left— One! 

(2)  Raise  body— Two! 

(3)  Bend  arms  upward   (elbows  close  to  sides) — Three! 

(4)  Stretch  left  arm  upward,  right  arm  downward — Four ! 

•  Repeat  exercise  to  right  and  reverse  position  of  arms  on  fourth  count. 
Repeat  alternating  left  and  right  in  slow  rhythm — Begin! 
Class— Halt!     (1,  2.) 
Arms  and   feet— Position  ! 

5.  Deep  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  (palms  up)  and  heel  raising — One! 

(2)  Exhale  and  return  arms  and  heels  to  position — Two! 
In  very  slow  rhythm,  four  times  (eight  counts) — Begin! 


(109) 


DRILL  V. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Bend  arms  upward  (elbows  close  to  sides)  and  place  left  (right)  foot 

forward — One ! 

(2)  Stretch  arms  upward  (palms  in)  and  bend  knees — Two! 

(3)  Bend  arms  upward  and  stretch  knees — Three! 

(4)  Return  arms  and  foot  to  position — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Deep  breathing  (not  in  rhythm). 

2.  Back  Exercise. 

Hands  on  neck  place  (elbows  high  and  back,  head  high)  and  feet  apart— 
Jump ! 

(1)  Bend  body  forward — One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms   (palms  up)    sideward — Three! 

(4)  Return  arms  to  neck  position — Four ! 
Repeat  the  exercise  in  slow  rhythm — Begin! 
Class— Halt!'   (1,  2.) 

Arms  and  feet — Position ! 

3.  Abdominal  Exercise. 

Arms  upward  bend   (elbows  close  to  sides)  and  feet  apart — Jump ! 

(1)  Bend  body  forward  (deeply  from  hips) — One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms   (vigorously)   upward   (palms  in) — Three! 

(4)  Bend  arms  upward — Four ! 

Repeat  the  exercise  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position! 

4.  Lateral  Exercise. 

Face  class  to  left  or  right. 
Hands   on   hips — Place ! 

(1)  Lunge  to  the  left  (right)  side — One! 

(2)  Twist  body  to  left  (right) — Two! 

(3)  Twist  body  forward— Three ! 

(4)  Return  foot  to  position — Four! 

Repeat  the  exercise  alternating  left  and  right  in  slow  rhythm — Begin ! 
Class— Halt!     (1,  2.) 
Arms — Position ! 


5.  Deep  Breathing  Exercise. 

(1)  Inhale  with  arms  raising  sideward  (palms  up)  and  heel  raising — One! 

(2)  Exhale  and  return  arms  and  heels  to  position — Two ! 

In  -very  slow  rhythm,  four  times    (eight  counts) — Begin! 


(110) 


DEVELOPMENTAL   DRILLS. 
SEVENTH   AND    EIGHTH    GRADES. 

DRILL  I. 

Correct   sitting  position.     See  posture   illustration. 

Lower  back  resting  against  back  of  seat ;  feet  resting  on  floor. 
Correct   standing  position.     See   posture   illustration. 

Head  up;  abdomen  pulled  in  and  chest  up. 

Instructional  Notes. 

1.  When  bending  the  knees  deeply,  the  knees  should  be  turned  out  as 
far  as  possible ;  body  erect ;  head  held  high. 

2.  When  bending  the  arms  upward,  bend  the  forearms  strongly  on 
the  upper  arms,  at  the  same  time  pulling  the  elbows  in  forcibly  until 
strong  pressure  is  felt  against  the  ribs,  and  the  clenched  fists  should  be, 
in  line  with  the  tips  of  the  shoulders. 

3.  Vigorous  execution  of  all  the  movements  with  strong  contractions 
and  extensions  should  be  expected  and  required. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Place  hands  back  of  neck  (elbows  well  back  and  high;  head  high)  and 

left  (right)  foot  forward — One! 

(2)  Stretch  arms  sideward  (palms  up)  and  raise  heels — Two! 

(3)  Raise  arms  to  vertical  (palms  in)  and  bend  knees — Three! 

(4)  Lower  arms  to  side  horizontal  and  stretch  knees — Four ! 

(5)  Return  arms  to  neck  position   and  lower  heels — Five! 

(6)  Return  hands  and  foot  to  position — Six! 

Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Deep  breathing  (not  in  rhythm). 

2.  Back  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump ! 

(1)  Twist  body    (halfway)    to  left    (right) — One! 

(2)  Bend  body  deeply  forward  (from  hips) — Two!     (Knees  straight;  feet 

stationary.) 

(3)  Raise  body— Three  ! 

(4)  Twist  body  forward— Four ! 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm— Begin ! 
Class— Halt!      (1,2.) 
Hands  and  feet — Position! 

3.  Abdominal  Exercise. 

Hands  on  neck — Place! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,2.) 

Hands — Position ! 


(Ill) 


4.  Lateral  Exercise. 

Right  arm  to  vertical   (palm  in)   place  and  feet — Close! 

(1)  Bend  body  to  the  left— One! 

(2)  Raise  body— Two! 

(3)  Bend  arms  upward    (elbows  close  to  sides) — Three! 

(4)  Stretch  left  arm  upward,  right  arm  downward — Four ! 

(Same   exercise   bending   to   the    right    and    reverse    arm    position    on 

fourth  count.) 

Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 
Class— Halt!      (1,2.) 
Arms — Position ! 

5.  Deep  Breathing  Exercise. 

With  palms  up,  arms  sideward  and  left  foot  forward — Place ! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising — One! 

(2)  Exhale    and    lower   arms    to    side    horizontal    (palms    up)    and    lower 

heels — Two!     (Repeat  the  exercise.) 
Arms  and  foot — Position ! 
Repeat  the  exercise  with  right  foot  forward. 
Take  all  breathing  exercises  in  very  slow  rhythm. 

DRILL  II. 

1.  Rhythmical  Balance  and  Shoulder  Blade  E.rcrcisc. 

(1)  Bend  arms  upward  (elbows  close  to  sides)  and  place  left  (right)   foot 

forward — One ! 

(2)  Stretch  arms   (vigorously)   upward  and  raise  heels — Two! 

(3)  Lower  arms  to  side  horizontal   (palms  up)   and  bend  knees — Three! 

(4)  Raise  arms  to  vertical    (palms  in)    and  stretch  knees — Four! 

(5)  Bend  arms  upward  and  lower  heels — Five! 

(6)  Return   hands   and   foot  to  position — Six ! 

Repeat  exercise  alternating  left  and  right  foot  in  rhythm — Begin ! 

Class— Halt!      (1,2.) 

Deep  breathing  (not  in  rhythm). 

2.  Back  Exercise. 

Arms  sideward  and  left    (right)    foot   forward — Place! 

Body  slightly  forward   (from  hips) — Bend! 

Arm  circling  in   rhythm   (eight  times) — Begin! 

NOTE — The  circling  is  done  in  the  following  directions :  lower  arms 
slightly,  move  them  forward,  upward,  backward  and  downward.  One 
count  for  each  complete  circle.  Elbows  straight,  all  the  movement  is 
done  in  the  shoulder  joints. 

Body — Raise ! 

Hands  and   feet — Position! 

3.  Abdominal  Exercise. 

Arms  upward — Bend!      (Elbows  close  to   sides.) 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,2.) 

Arms — Position ! 


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4.  Lateral  Exercise. 

Feet  apart — Jump ! 

Clasp  hands  and  at  right  shoulder — Place ! 

(1)  Bend  body  deeply  and  swing  clasped  hands  toward  left  foot — One! 

NOTE — Knees  straight;  feet  stationary. 

(2)  Raise  body  and  return  hands  to  right  shoulder — Two ! 
Repeat  exercise  four  times    (eight  counts)    in  rhythm — Begin! 
Position ! 

(Change  hands  to  left  shoulder.) 

Repeat  exercise  from  left  shoulder  over  right  foot  four  times   (eight 

counts)    in   rhythm — Begin  ! 
Position ! 


5.  Deep  Breathing  Exercise. 

With  palms  up,  arms  sideward  and  left  (right)   foot  forward — Place! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising— One ! 

(2)  Exhale  and  lower  arms  to  side  horizontal  (palms  up)  and  lower  heels — 

Two!     (Repeat  the  exericse.) 
Repeat  the  exercise  with  right  foot  forward. 
Arms  and  foot — Position! 
Take  all  breathing  exercises  in  very  slow  rhythm. 


DRILL  III. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Bend  arms  forward  and  place  left  (right)   foot  forward — One! 

NOTE — Elbows  up  and  back;  palms  down. 

(2)  Stretch  arms  sideward  (palms  up)   and  raise  heels — Two ! 

(3)  Raise  arms  to  vertical   (palms  in)   and  bend  knees — Three! 

(4)  Lower  arms  to  side  horizontal   (palms  up)    and  stretch  knees — Four! 

(5)  Return  arms  to  chest  position  and  lower  heels — Five! 

(6)  Return  arms  and  foot  to  position — Six! 

Repeat  exercise  alternating  left  and   right  in   rhythm — Begin! 

Class— Halt!      (1,2.) 

Deep  breathing   (not  in  rhythm.) 

2.  Back  Exercise. 

Arms  upward — Bend  ! 

(1)  Jump  astride,  bend  body  forward    (from  hips)   and  reach  finger  tips 

toward  floor    (knees   straight) — One! 

(2)  Jump  feet  together,  raise  body  and  bend  arms  upward   (elbows  close 

to  sides) — Two! 

(3)  Stretch  arms   (vigorously)   upward   (palms  in) — Three! 

(4)  Bend  arms  upward — Four! 

Repeat  the  exercise  in  rhythm— Begin ! 
Class— Halt!      (1,2.) 
Arms — Position ! 


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3.  Abdominal  Exercise. 

Hands  on  neck — Place! 

NOTE — Elbows  high  and  back;  head  held  high. 
Heels — Raise ! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin ! 
Class — Halt!     (Three  counts,  lower  heels  to  floor  on  third  count.) 
Arms — Position ! 

4.  Lateral  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump ! 

Twist  body  halfway  to  left   (right)— One! 

Bend  body  to  left  (right)    (at  waist)— Two! 

Raise  body— Three! 

Twist  body  forward — Four ! 

Repeat  exercise  alternating  left  and  right  in  rcry  stow  rhythm — Begin! 

Hands  and  feet — Position  ! 

5.  Deep  Breathing  Exercise. 

With  palms  up,  arms  sideward  and  left  (right)  foot  forward — Place! 

(1)  Inhale  with  arm  raising  upward^  and  heel  raising — One! 

(2)  Exhale   and   lower   arms   to    side   horizontal    (palms   up)    and   lower 

heels — Two!     (Repeat  the  exercise.) 
Arms  and  foot — Position ! 
Take  all  breathing  exercises  in  very  sloiv  rhythm. 


DRILL  IV. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Bend  arms  upward  and  place  left   (right)    foot  forward — One! 

(2)  Stretch  arms  sideward   (palms  up)   and  raise  heels — Two ! 

(3)  Raise  arms  to  vertical  and  bend  knees — Three ! 

(4)  Lower  arms  to  side  horizontal   (palms  up)    and  stretch  knees — Four! 

(5)  Bend  arms  upward  (elbows  close  to  sides)  and  lower  heels — Five! 

(6)  Return  hands  and  foot  to  position — Six ! 

Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!      (1,2.) 

Deep  breathing   (not  in  rhythm). 

2.  Back  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump ! 

(1)  Bend  body  deeply  forward  (from  hips,  straight  knees,  flat  back) — One! 

(2)  Raise  body— Two! 

(3)  Bend  body  to  left— Three! 

(4)  Raise  body — Four ! 

Same  exercise  in  four  counts,  bending  to  right  on  third  count. 
Repeat  the  exercise  alternating  left  and  right  in  slow  rhythm — Begin! 
Class— Halt!     (1,2.) 
Hands   and   feet — Position! 


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3.  Abdominal  Exercise. 

Arms  upward   (elbows  close  to  sides) — Bend! 

Heels— Raise ! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin ! 

Class — Halt!     (1,2,3 — lower  heels  to  floor  on  third  count.) 

Arms — Position ! 

4.  Lateral  Exercise. 

Face  class  left  or  right. 

(1)  Place  hands  back  of  neck  and  lunge  to  left   (right) — One! 

(2)  Twist  body  to  left    (right)— Two! 
'     (3)  Twist  body  forward— Three ! 

(4)   Return  hands  and  foot  to  position — Four ! 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm — Begin ! 
Class— Halt!     (1,2.) 

5.  Deep  Breathing  Exercise. 

With  palms  up,  arms  sideward  and  left    (right)    foot  forward — Place! 

( 1 )  Inhale  with  arm  raising  upward  and  heel  raising — One ! 

(2)  Exhale    and    lower    arms    to    side    horizontal    (palms    up)    and    lower 

heels— Two!     (Repeat  the  exercise.) 
Arms   and  foot — Position  ! 
Take  all  breathing  exercises  in  very  slow  rhythm. 

DRILL  V. 

1.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Raise  arms  forward  (palms  in)  and  place  left  (right)   foot  forward — 

One! 

(2)  Move  arms  to  side  horizontal    (palms  up)   and  raise  heels — Two! 

(3)  Raise  arms  to  vertical    (palms  in)    and  bend  knees — Three ! 

(4)  Lower  arms  to  side  horizontal   (palms  up)   and  stretch  knees — Four! 

(5)  Return  arms  to  front  horizontal  (palms  in)   and  lower  heels — Five! 

(6)  Return  arms   and   foot  to   position — Six! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,2.) 

Deep  breathing    (not  in   rhythm). 

2.  Back  Exercise. 

Face  class  left  or  right. 

Hands  on  hips  place  and  to  the  left — Lunge ! 

(1)  Twist  body  to  left— One! 

(2)  Bend  body  deeply  forward   from  hips — Two ! 

(3)  Raise   body— Three! 

(4)  Twist  body  forward — Four! 

Repeat  the  exercise  two  times  (eight  counts)   in  slow  rhythm — Begin! 

Hands  and   feet — Position  ! 

Hands  on  hips  place  and  to  the  right — Lunge ! 

Repeat  same  exercise  to  right  two  times  (eight  counts)  in  sloiv  rhythm 

— Begin ! 
Hands  and  feet— Position  ! 

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3.  Abdominal  Exercise. 

Hands  on  top  of  head  clasp  and  feet — Close ! 
NOTE — Elbows  back  and  head  high. 

(1)  Bend  left   (right)   knee  upward   (high) — One! 

(2)  Stretch  left  (right)  leg  forward  (toe  pointing  downward) — Two! 

(3)  Bend  left    (right)    knee  upward    (high)— Three! 

(4)  Return  foot  to  position — Four ! 

Repeat  same  exercise  in  very  sloiv  rhythm  alternating  left  and  right- 
Begin! 

Class— Halt!     (1,2.) 
Hands  and  feet — Position  ! 

4.  Lateral  Exercise. 

Arms  upward   (palms  in)   place  and  feet  apart — Jump ! 

(1)  Bend  body  to  left  (right)— One! 

(2)  Raise  body— Two! 

(3)  Lower  arms  to  side  horizontal    (palms  up) — Three! 

(4)  Raise  arms  to  vertical — Four! 

Repeat  exercise  alternating  left  and  right  in  slozv  rhythm — Begin! 
Class— Halt!     (1,2.) 
Arms  and  feet — Position! 

5.  Deep  Breathing  Exercise. 

.With  palms  up,  arms  sideward  and  left    (right)    foot  forward — Place! 

(1)  Inhale   with  arm   raising  upward  and   heel   raising — One! 

(2)  Exhale    and    lower   arms    to    side    horizontal    (palms    up)    and    lower 
heels — Two!      (Repeat  the  exercise.) 

Arms  and  foot — Position ! 

Take  all  breathing  exercises  in  rrrv  shtv  rhythm. 


DRILLS   FOR  THE   RELIEF   PERIOD. 
FIFTH  TO  EIGHTH  GRADES. 

DRILL  I. 

Instructional  Notes. 

1.  When  executing  deep  knee  bending  the  feet  and  knees  should  be 
turned  out  at  an  angle  of  90° ;  body  erect ;  head  held  high. 

2.  When  bending  the  arms  upward,  bend  the  forearms  strongly  on  the 
upper  arms  at  the  same  time  pulling  the  elbows  in  forcibly  until  strong 
pressure  is  felt  against  the  ribs  and  the  clenched  fists  should  be  in  line 
with  the  tips  of  the  shoulders. 

3.  Vigorous  execution  of  all  the  movements  with  strong  contractions 
and  extensions  should  be  expected  and  required. 

4.  In  the  beginning  of  each  gymnastic  lesson,  a  choice  in  the  selection 
of  warming  up  exercises  is  given,  either  (a)  a  rhythmical  jumping  or 
running  exercise,  or  (&)  a  stretching  exercise  repeated  in  rhythm.     The 

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choice  must  be  based  on  the  facilities  of  the  school.  The  jumping  or 
running  ^xercise  is  far  more  valuable  for  warming  up  than  the  stretch- 
ing exercise  but  where  the  building  does  not  permit  of  the  former  the 
rhythmical  stretching  exercise  should  be  used. 

5.  Whenever  the  left  is  indicated  the  same  exercise  should  be  repeated 
using  the  right.  i 

1.  A  or  B. 

A.  Running  in  Place. 
Heels— Raise ! 

Running  in  place  starting  with  left  foot — Begin ! 

Class — Halt !     (1,2,  3,  4,  5 — Heels  together  on  fifth  count.) 

B.  Stretching  Exercise. 

(1)  Bend  knees   (deeply),  reaching  finger  tips  toward  floor — One! 

(2)  Stretch  knees  and  bring  arms  to  side  horizontal  (palms  up) — Two! 

(3)  Raise  arms  to  vertical  (palms  in)   and  rise  on  toes — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four ! 
Repeat  three  times,   twelve  counts  in   rhythm — Begin ! 
Class— Halt!     (1,2.) 

Arms — Position ! 

2.  Deep  Knee  Bending. 

Hands  on  hips — Place  ! 

(1)  Raise  heels— One! 

(2)  Bend  knees   deeply— Two! 

(3)  Stretch   knees— Three! 

(4)  Sink  heels— Four! 

Same  exercise  in  rhythm — Begin  ! 
Class— Halt!     (1,2.) 
Arms — Position ! 

3.  Arm  Swinging  Forward,  Upward. 

Feet  apart— Jump! 

Body  forward   (slightly) — Bend! 

(1)  Swing  arms   forward,  upward — One! 

(2)  Return— Two! 

Arms   swinging  vigorously   in   rhythm — Begin  ! 
Class— Halt!     (1,2.) 
Body— Raise ! 
Feet — -Position ! 

4.  Breathing  Exercise. 

(1)  Inhale  with   arms   raising  sideward  and  heel   raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two! 
(Not  in  rhythm.) 


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DRILL  II. 

1.  A  or  B. 

A.  Spring  Jump   (feet  apart  and  together). 
Hands  on  hips— Place  ! 

Feet  apart — Jump  ! 
Feet  together — Jump  ! 
In   rhythm — Begin  ! 
Class— Halt!     (1,2.) 
Arms — Position ! 

B.  Stretching  Exercise. 

(1)  Bend   body    (deeply   from   hips,   knees    straight),    reaching   finger   tips 

toward  floor — One  ! 

(2)  Raise  body  and  raise  arms  to  side  horizontal   (palms  up) — Two! 

(3)  Raise  arms  to  vertical    (palms  in)    and  raise  heels — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four! 
Repeat  three  times   (twelve  counts)   in  rhythm — Begin ! 
Class— Halt!    (1,2.) 

Arms — Position ! 

2.  Quick  Arm  Flinging  and  Knee  Bending. 

(1)  Raise  arms   sideways  and  bend  knees    (halfway) — One! 

(2)  Return  to  position— Two ! 
In  rhythm — Begin  ! 
Class— Halt!    (1,2.) 

3.  Body  Bending  Sideways. 

Feet  apart — Jump ! 

Left   (right)    arm   to  vertical    (palm  in) — Place! 

(1)  Bend  body  to  left  and  swing  left  arm  clown  and  right  arm  up  (through 

side — horizontal) — One  ! 

(2)  Raise  body  and  bend  body  to  right,  swinging  right  arm  down  and  left 

arm  up — Two! 
Repeat  exercise  alternately  left  and  right  in  slow  rhythm  eight  times — 

Begin ! 

Body — Raise ! 
Arms  and  feet — Position  ! 

4.  Breathing  Exercise. 

Arms   sideways    (palms   up) — Place! 

(1)  Inhale  with  arms  raising  upward — One! 

(2)  Exhale   returning  arms   to    side   horizontal — Two ! 
(Not  in  rhythm.) 

Repeat. 

Arms — Position ! 


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DRILL  III. 


1.  A  or  B. 
A.  Spring  Jump  Forward  and  Backward. 

Hands  on  hips  and  left  foot  forward — Place ! 

With  a  light  jump  feet — change! 

In  rhythm — Begin ! 

(Keep  weight  well  forward.) 

Class— Halt!     (1,2.) 

Arms   and    feet — Position  ! 


R.    Stretching  Exercise. 

(1)  Bend  knees   (deeply)   reaching  finger  tips  toward  floor — One! 

(2)  Stretch   knees   and  bring  arms   to  vertical    (palms   in) — Two! 

(3)  Lower   arms   to   side   horizontal    (palms    up) — Three! 

(4)  Return  to  position — Four ! 

Repeat   three   times    (twelve   counts)    in   rhythm — Begin! 
Class— Halt!    (1,2.) 


2.  Abdominal  Exercise. 

Arms  upward — Bend  ! 

High  knee  upward  bending  alternately  left  and  right  in  rhythm — Begin ! 

Class— Halt!    (1,2.) 

Arms — Position ! 

3.  Back  and  Shoulder  Blade  Exercise. 

Arms  upward  bend  and  feet  apart — Jump ! 

(1)  Bend  body  forward  deeply  from  hips   (keep  back  flat) — One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms  upward — Three ! 

(4)  Bend  arms  upward — Four  ! 

Repeat  three  times    (twelve  counts)    in  slow   rhythm— Begin ! 
Class— Halt!    (1,2.) 
Arms  and  feet — Position  ! 

4.  Breathing  Exercise. 

With  the  palms  up,  arms  sideways — Place ! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising — One! 

(2)  Exhale,    return    arms   to   side   horizontal   and   lower   heels — Two ! 
(Not  in  rhythm.) 

Repeat. 

Arms — Position ! 


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DRILL  IV. 


1.  A  or  B. 
A.    Hopping. 

Hands  on  hips — Place! 

Hop  on  left   foot    (eight  counts)—  Begin ! 

Same  exercise  right  foot — Begin ! 

Alternate  left  and  right— Begin! 

Class— Halt!    (1,2.) 

Arms — Position ! 


B.    Stretching  Exercise. 

(1)  Bend  body  forward,  reaching  finger  tips  toward  floor — One! 

(2)  Raise  body  and  bring  arms  to  vertical  (palms  in),  rise  on  toes — Two! 

(3)  Lower  arms  to  side  horizontal — Three! 

(4)  Return  arms  and  heels  to  position — Four! 
Repeat  three  times   (twelve  counts) — Begin! 
Class— Halt!    (1,2.) 

2-  Arm  Parting  and  Knee  Bending. 

Arms  vertical   (palms  in) — Place! 
Heels — Raise ! 

(1)  Lower  arms   to    side   horizontal    (palms    up)    and    bend   knees    (half- 

way)—One!- 

(2)  Return  arms  to  vertical  and  stretch  knees — Two ! 
In  rhythm  four  times   (eight  counts) — Begin! 
Class — Halt!     (1,2,3 — Lower  heels  on  third   count.) 
Arms  and  heels — Position ! 

3.  Chopping  Exercise. 

Feet   apart — Jump! 

Clasp  hands  and  raise  them  to  right  shoulder. 

(1)  Bend  body  deeply  and  swing  clasped  hands  toward  left  foot— One ! 

(2)  Raise  body  and  return  clasped  hands  to  shoulder — Two! 
Repeat  exercise   four  times    (eight  counts)    in   rhythm — Begin! 
Place  clasped  hands  at  left  shoulder  and  repeat  the  exercise  toward 

right  foot  four  times   (eight  counts)  in  rhythm — Begin! 
Class— Halt!    (1,2.) 
Arms  and  feet — Position! 


4.  Breathing  Exercise. 

(1)  Inhale  and  raise  arms  forward — upward — One! 

(2)  Exhale  and  lower  arms  to  side  horizontal— Two ! 

(3)  Exhale  and  return  arms  to  position — Three ! 
(Not   in   rhythm.) 

Repeat. 


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DRILL  V. 

1.  Stretching  and  Jumping  Exercise. 
Arms  upward — Bend  ! 

(1)  Jump  feet  apart,  bend  body  forward    (from   hips)    and  stretch  finger 

tips  toward  floor — One ! 

(2)  Jump  feet  together,  raise  body  and  bend  arms  upward — Two ! 

(3)  Stretch  arms  upward  (palms  in) — Three! 

(4)  Bend  arms  upward — Four! 

Repeat  three  times  (twelve  counts) — Begin! 
Class— Halt!    (1,2.) 
Arms — Position ! 


2.  Deep  Knee  Bending. 

Keep  arms  close  to  body  and  straight. 
0)   Raise  heels— One  ! 

(2)  Bend  knees  deeply— Two ! 

(3)  Stretch  knees — Three! 

(4)  Lower  heels — Four! 
In  rhythm — Begin  ! 
Class— Halt!     (1,2.) 

3.  Side  Bending  and  Arm  Raising. 

Arms  sideward   (palms  up)   place  and  feet  apart— Jump ! 

(1)  Bend  body  to  left— One! 

(2)  Raise  body— Two  ! 

(3)  Raise  arms  to  vertical — Three ! 

(4)  Lower   arms   to   side   horizontal— Four ! 
Same  exercise  to  right. 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm — Begin ! 
Class— Halt!    (1,2.) 
Arms  and  feet — Position  ! 


4.  Breathing  Exercise. 

(1)  Inhale  and  raise  arms  forward,  upward  and  raise  heels— One! 

(2)  Exhale  and  lower  arms  to   side   horizontal    (palms   up) — Two! 

(3)  Exhale  and  return  arms  and  heels  to  position — Three ! 
(Not  in  rhythm.) 

Repeat. 


9—241     12-19     10M 


